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LIBRARY OF CONGRESS. 



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UNITED STATES OF AMERICA. 



BARNES' 



HOME INSTRUCTOR 



IN 



SHORTHAND 



COMPANION TO BARNES' SHORTHAND MANUAL, 
EDITION OF 1893. 



BY / 

MRS. ARTHUR J. BARNES. 

miG Hr «< 

394 j 



■fjel'Z- 



ST. LOUIS, MO. : 
ARTHUR J. BARNES, PUBLISHER. 

1894. 



$* 



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Entered according to Act of Congress, in the year 1894, 

By MRS. ARTHUR J. BARNES, 

In the Office of the Librarian of Congress, at Washington. 



Barnes' Home Instructor. 



PART I. 

GENERAL INSTRUCTIONS. 

Accustom yourself to the use of both pen and pencil. Pen notes 
are the finest and most durable; but circumstances sometimes 
require the use of the pencil. In the beginning you will find a 
pencil a little easier to use. Any flexible pen or moderately soft 
pencil will answer. A fountain pen is very desirable in taking pen 
notes in actual business. We can furnish you with the best foun- 
tain pens or stenographic pencils at moderate cost. Either pen or 
pencil should be held nearer a vertical position than in ordinary 
writing. This prevents the pencil points from breaking, and facil- 
itates shading with the pen. If you have difficulty in shading 
horizontal strokes with the pen, turn the hand so the pen will 
point to the left and the shading will be easier. 

Use double-line copy books during your entire shorthand course, 
and in business if you can get them. The double lines will help 
you to make your strokes of the proper length, and will enable you 
to read your notes with greater ease. 

REMEMBER THAT YOUR SUCCESS DEPENDS MAINLY 
UPON YOUR CAREFULNESS AND ACCURACY. DO NOT, 
THEREFORE, WRITE ANY FASTER THAN YOU CAN WRITE 
WELL, BUT ALWAYS WRITE AS RAPIDLY AS YOU CAN AND 
STILL WRITE PERFECTLY. 

While engaged in your ordinary occupations, think over what 
you have been studying during the day or week. By this slow, 
leisurely thinking, the mind will digest what it has received. You 
will progress much more rapidly if you will dwell upon your short- 
hand lessons at other times than when actually studying. Take 
frequent reviews. 

Have a regular time for study. One or two hours of faithful 
work each day is better than five hours one day and none the next. 
One hour in the morning is worth two in the afternoon for mental 
work. If possible, rise earlier than usual in order to have a quiet 
study hour in the morning. If you can study both morning and 
afternoon, so much the better. The length of time required to 
make you proficient in shorthand depends entirely upon the time, 
care, and energy you devote to your study. 



Barnes' Home Instructor. 



If you are traveling or have little time for writing, you may 
omit the writing exercises for a time. You can learn the principles 
of shorthand quite successfully by reading only. Read the exer- 
cises again and again until you can read them like print and until 
the principles they illustrate are thoroughly fixed in your mind. 
As you go about your daily work, you can form the outlines of 
words in your mind. Then when you have opportunity, you can 
write the exercises you have omitted. Do not be discouraged, 
even though you may seem slow at first. As you assimilate what 
you learn, progress will be more and more rapid. 

Read these general instructions frequently, and follow them 
exactly. 

Lesson I. 

Read page 1 thoughtfully and carefully. Learn the eight phono- 
graphs, their names and sounds. If you have any difficulty in giving 
the sounds of the phonographs, proceed in this way: Pronounce 
the words pop and pipe, prolonging the last sound in each word. 
Pronounce the words again and again, slowly and lingeringly, until 
you are sure that you know what the sound of p is. Pronounce 
the words bob and babe in the same way, until you get the sound 
of b. Compare the sounds of p and b as heard in the words pop 
and bob, pipe and babe, and notice the points of similarity between 
them. You will find that p and b sound very much alike and are 
both made with the lips, hence their phonographs slant in the same 
direction. P is represented by a light phonograph to indicate that 
the sound is light, and b is represented by a heavy phonograph to 
indicate that the sound is heavy. Compare in like manner the 
sounds represented by Te and De, Chay and Jay, and Kay and Gay. 

Observe that the sound of soft g is exactly like the sound ofj. It is 
therefore represented by the same phonography /. — never stands for 
the soft sound of g as heard in the words gin and gentle. It repre- 
sents only the hard sound of g as heard in egg, get, etc. 

When you know paragraphs 1-5, follow directions in paragraph 
6. You cannot be too exact in following directions. When you 
can read Exercise 1 correctly and rapidly, giving both names and 
sounds, study paragraphs 7-12. Write the first line of Exercise 1. 
Notice if Te and De are exactly vertical. They must not have a 
shadow of a slant. If they persist in leaning to the right, make 
them so that if they lean at all they will lean to the left, and soon 



Barnes' Home Instructor. 



you will succeed iu making them without any slant. Notice if Kay 
and Gay rest on the line of writing. They should touch the line, 
and should be of the same length as Te and De. Practice the first 
line until you can make Te, De, Kay, and Gay exactly right. Write 
each line of the exercise again and again until you succeed in writ- 
ing it perfectly. Then make one correct copy of the whole exer- 
cise. Remember each phonograph must be written slowly until it 
can be made perfectly, and then it must be written again and again 
until it can be made both perfectly and rapidly. 

Learn the eight phonographs given on page 3. Observe that the 
whispered sound of th is represented by a light phonograph, while 
the heavy or spoken sound of th is represented by a heavy phono- 
graph. 

Remember that each phonograph represents a sound, not a letter. 
Shoe, sure, and vicious, all contain the sound of sh. The z in azure, 
the s in vision, and the g in rouge or menagerie, all have the sound 
of zh. 

Learn to read Exercise 2 correctly and quickly. Study para- 
graphs 13-18 before writing Exercise 2. If you have any trouble 
in making ( ( ) ), make a dot where you wish the phonograph 
to begin and another dot exactly under it where you wish the 
phonograph to end; thus, ' Then connect the dots by a curved 
line and be careful to make the phonograph curve most at its center. 
A little practice will enable you to make these phonographs with- 
out slanting them. 

When learning the consonant phonographs on page 5, it may 
help you to observe that L f~ is the left part of an arch f^~^ 
and R ^ is the right part of an arch ( ^. Notice that M ^-^ is 
the first part of a running m/^N^~^^v_^W "^ is the first part of 

^\/ \ / and H / is the middle part of ^%f Learn both 
names and sounds of the phonographs. 

Lesson II. 

// r j 

Always up, Generally up, Seldom up. Horizontals from left to 
right. All other strokes always written down. 

Read and write Exercise 3. Write each line ten times, carefully 
observing directions in Pars. 19-24. The instructions given in 
these paragraphs are very important and must be followed through 



Barnes' Honie Instructor. 



your entire shorthand course. Learn Par. 27, and copy the exam- 
ples under it ten times. Learn Pars. 28-31 in connection with read- 
ing Exercise 4. Notice how the direction in Par. 29 is followed 
in Exercise 1, lines 5 and 6, and in Exercise 2, line 9. You will 
soon make a number of errors due to forgetting this paragraph. 

Notice that in line 5, the horizontal is sometimes written under 
the upper line and sometimes above the upper line, as it is neces- 
sary to have the down stroke begin exactly at the upper line. If the 
horizontals in line 5 were all placed on top of the upper line, some 
of the down strokes would be longer than from line to line. If 
all of the horizontals in line 5 were placed under the upper line, 
some of the down strokes would be too short. 

Copy lines 6 and 7 until you succeed in making them correctly 
and easily. Be very careful to make the outlines in line 7 so that 
the shading will taper as in the printed exercise. Read and write 
Exercise 4 until you can read it easily and correctly, and until you 
can write the phonographs as perfectly as in the copy. 

When writing line 4 of this exercise, be careful not to let En or 
Ing come below the line. Learn Pars. 32-35, and write the exer- 
cise at the bottom of page 8 and top of page 9 as directed in 
Pars. 36 and 37. 

Follow directions on page 9, and write the exercise line for line. 
Do not use El or Ar in this exercise. Compare your work with 
the correction plate, Part II, p. 18. Correct as far as possible every 
faulty stroke as well as every violation of a rule. Study the cor- 
rected w^ords, not only until you have mastered the principles in- 
volved, but until you can make each stroke perfect. Rewrite the 
exercise without help from the correction plate; carefully com- 
pare your work with the plate again and correct every error aod 
every defective stroke. Write, compare, and correct again and 
again until you can write the exercise with absolute accuracy. 
Then practice each line until you can write it in a minute and 
make each stroke perfect. 

Lesson III. 

Study Pars. 44-47, and read first three lines of Exercise 5. Ob- 
serve that the vowel sound in each word of these three lines is 
long A, as heard in pay, ate, aid, and aim. Do not call these 
words Pa, at, add, and am. The heavy second-place dot never 
represents the short sound a, but only the long sound A. 



Barnes' Home Instructor. 



All of the words in line 4 contain the short sound e, as heard in 
the words get, egg. All of the words in line 5 contain the long 
sound of 0, as heard in go. 

Learn Pars. 48 and 49. Observe that the vowel dash must be 
made vertical when placed by the horizontals, Kay, Gay, Em, Emp, 
En and Ing. The vowel dash must be made horizontal when placed 
by the vertical strokes, Te, De, Ith, The, Es and Ze. A slanting 
dash goes with a slanting stroke. Other strokes take horizontal or 
vertical dashes. 

Observe that the four second-place vowel sounds are contained 
in the sentence, Jane Jones, get up. The second-place vowels are 
taught before the first or third-place vowels, because they are 
easier. In all shorthand text-books, the second position for con- 
sonant outlines is taught before the first or the third position. 
Second-place vowels belong with second-position outlines. 

Read and write the translation of the first six lines on page 1 1 . 
Compare your translation with the key on page 1, Part II, and 
correct all errors in words and spelling. Read the six lines again 
and again until you can read them correctly in two minutes. 

From the longhand key, write line 1 without help from the 
printed shorthand. Compare it with line 1, p. 14, and notice if 
every stroke is correct, if the dot is heavy, exactly at the center 
of the stroke, and close to the stroke. Write line 1 ten times, 
each time without help from the printed shorthand, and each time 
compare the line you have written with the printed shorthand line. 
Write each of the six lines ten times, each time without help from 
the printed shorthand, and each time compare and correct as indi- 
cated for line 1. Be careful to make the dot light in line 4, and 
the dash in the right direction in line 5. Write line 5 twenty 
times. Study Pars. 51-56, and read and transcribe the rest of p. 11 
without help from the key. Head lines 7-14 over and over until you 
can read them correctly in three minutes. From the longhand key, 
write each line in shorthand, and then compare with the printed 
shorthand line, and correct all errors. After correcting each line, 
write the line ten times, carefully observing directions in Pars. 
52 and 53. Write the whole exercise through once from the long- 
hand, and compare your work with p. 11. If you find any error in 
your work, correct, rewrite the page, and again compare. Do not 
leave p. 11 until you can write the whole page in correct short- 
hand from the longhand. When you have mastered p. 11, write 
the exercise on p. 12. 



Barnes' Home Instructor. 



Use Lay, not El, in all exercises until otherwise directed. 

Write the exercise on p. 12 and all succeeding writing exer- 
cises line for line, without help from the correction plates at the 
back of this book. Consider each writing exercise an examination 
of what you have gone over. If you have thoroughly learned all 
that precedes and are careful, you will not make many errors in the 
exercise. Look over your work and correct all the errors you can 
before compariDg it with the correction plate. Then compare it 
with the correction plate and correct every error and every bit of 
carelessness. Notice if Te and De are vertical, if the slanting 
strokes slant enough, if the shaded strokes are heavy and the light 
ones light, if the curves are true, if the vowels are in the right 
places and close to the stroke, etc. Practice the corrected words 
according to the method indicated below, then rewrite the exer- 
cise without help from the correction plate. Compare your work 
with the plate and correct it again. Write, compare and correct 
again and again until you can write the exercise with ease and 
without error. 

The following is a good way to practice the corrections : Eule a 
blank page of your notebook, making about ten vertical columns. 
In the last or right-hand column, write in longhand the words to 
be practiced. In the first or left-hand column, write the same 
words in shorthand, copying very carefully the outlines given in the 
correction plate. Cover up the column of shorthand with a piece 
of paper and in the second column write the words again in short- 
hand from the longhand column. Compare each outline in column 
2 with the corresponding outline in column 1 and note every 
difference between them. Cover columns 1 and 2, and in column 
3, write the words in shorthand from the longhand. Compare 
column 3 with column 1 and correct all deviations from the perfect 
standard. Continue in this way, each time covering all the short- 
hand and writing from the longhand, and each time comparing the 
completed column, not with the preceding, but with the first col- 
umn. If you compare each column with the one immediately pre- 
ceding instead of with the first column, you will find that your 
writing will grow poorer instead of better as you advance to the 
right of the page, until at last your outlines will not only be poorly 
made but will contain actual errors. 

After writing three or four columns you may find no errors in 
the last column, but continue filling in each column that you may 
write the outlines not only correctly but quickly. 



Barnes' Home Instructor. 



Lesson IV. 

Observe that all the first-place vowel sounds are found in the sen- 
tence, He saw it on my boy. Repeat the words and sounds many 
times, as follows : He, E ; saw, Aw ; it, I ; on, 6 ; my, I ; boy, Oi. 

Study Pars. 57-G1 and write the examples, carefully following 
copy. Pars. 62 and 63 are so important they deserve to be written 
in capitals. 

All through your shorthand writing, it is the first down stroke or 
the first up stroke which governs the position of a word, and the 
other strokes go where they have to in order to put this first down 
stroke or first up stroke in the right position. Horizontal outlines 
in first position should touch the upper ruled line. 

Study Pars. 62-68. Copy lines 1, 8, 9, and 14, p. 14, ten times 
each. Translate p. 14 into longhand without help from the key; 
then compare with the key and correct. Practice reading p. 14 
until you can read it correctly in five minutes. 

From the longhand transcript, write the page in shorthand, line 
for line, without help from the printed page. Compare the first 
line you have written with the first line on p. 14. Notice if every 
stroke and every vowel is exactly right. See if each stroke is 
half above the upper line and half below it. Write line 1 again 
and again until you can write it perfectly ; then practice it until you 
can write it both perfectly and rapidly. Write it at least ten times. 
In this way write each of the fourteen lines. 

Then write the whole of p. 14 from the longhand transcript, and 
compare with the printed shorthand. If you find any errors in 
your work, correct and write again and again until you can write 
the whole page with ease and without error. Then write and 
practice the exercise on p. 15 according to the directions given in 
Lesson III., this book, for the exercise on p. 12. Notice if you put 
the right stroke in position, if the first-position down stroke or up 
stroke is bisected by the upper ruled line, and if the first- position 
horizontal touches the upper ruled line. 

Lesson V. 

Observe that all of the third-place vowel sounds are found in the 
sentence, Artie, move that wool round you. Repeat the words and 
sounds as follows: Artie, Ah; move, oo; that, a; wool, 00; round, 
Ow ; you, U or ew. 



Barnes' Home Instructor. 



Study Pars. 69-74. Read Par. 75. Give the sentence contain- 
ing the first-place vowel sounds, He saw it on my boy, and then 
the sounds, E, Aw, l, o, I, Oi. Give the sentence containing the. 
second-place vowel sounds, Jane Jones, get up, and then the 
vowel sounds, A, O, e, U. Repeat the sentence containing the 
third-place vowels and then give the third-place vowel sounds. 
Repeat the sentences and the sounds until you can give them all 
correctly and quickly. Repeat the sentences and the sounds at 
intervals several times during the day. 

Learn Pars. 76-78. Transcribe lines 1-10, p. 17, without help 
from the key; then correct by means of the key. Read lines I- 10 
until you can read them correctly and rapidly. Study Pars. 79-83. 
Read and transcribe the remainder of p. 17. 

The outlines in line 14 are not put in position because they are 
so unlike any other outlines that they can be easily read without 
the aid of position. They would be just as easily read if written 
on unruled paper. In the word Idaho, line 14, the hook on Hay 
can not be fully made, but is indicated by retracing the previous 
stroke. 

Study lines 11-14 until you can read them correctly and rapidly. 
When you can read p. 17 in five minutes, write it from the long- 
hand key without help from the printed phonography, being care- 
ful to observe rules in Pars. 74, 77 and 78. Write the page, as 
previously directed, line for line. After comparing line 1 with the 
printed shorthand, write the line correctly ten times. Proceed in 
the same way with each line. The knowledge and facility of writ- 
ing that you gain in practicing one line many times will help 
you greatly in writing the next line. 

Write the exercise on p. 18; compare and correct according to 
directions given for exercise on p. 12. Read carefully and thought- 
fully Pars. 84-90. Learn the summary. Read Pars. 91-99 care- 
fully and thoughtfully, and learn Pars. 93, 96, 97, and 99. This 
portion of the work will be better understood later on. 

Do not be troubled if you do not always understand why a 
reporter finds it safe to write certain words in the second position, 
or as reporters say, without position. Whenever you are in doubt 
as to whether a word needs position or not, put it in position. 
Except in case of conflicting words, it is never wrong to put a 
word in position. It may be unnecessary trouble, but it is not 
wrong. 



Barnes' Home Instructor, 



Lesson VI. 

Perhaps the most important rule in shorthand is this: Make a 
good j sharp angle -between strokes. 

Learn Par. 100. Transcribe line 1, Exercise 8, and compare your 
transcript with the key. Read and write the line until you know it. 
Learn Pars. 101 and 102 and master line 2. Learn Par. 103 and 
master line 3. Learn Par. 104 and master lines 4 and 5. Review 
paragraphs 100 to 104 and write lines 1-5 again from the key, 
without help from the printed shorthand, and compare your work 
very carefully with the printed shorthand. Notice if every stroke, 
position, and vowel are correct. 

Observe that arm and army are written in the second position to 
distinguish them from room which has the same conconant outline 
and the same place vowel (see Pars. 95 and 96). Write lines 1-5 
until you are sure you will always know how to write the words in 
these lines. Then learn Pars. 105 and 106; read and write lines 6 
and 7 until you thoroughly master them. Learn Par. 107 and 
master lines 8 and 9. Learn Par. 108 and master line 10. Review 
Pars. 105-109 and read and write lines 6-10 until they are thor- 
oughly impressed upon your mind — until the nail is clinched. 

Write the exercise on p. 23 without help; then compare with the 
correction plate. If you have thoroughly learned the principles of 
the lesson, you will make very few mistakes in this exercise. 
Whenever you lind a mistake, review the principle that you have 
violated. It is not sufficient that you know that your outline is 
wrong; you should know why it is wrong. It is not sufficient to 
know that a certain outline is correct ; you must know why the 
word must be written that way. Learn the remainder of p. 23 and 
follow directions in Par. 112. 

The different dictionaries do not agree in regard to the sounds 
of obscure vowels. It is almost always safe to use the second- 
place light dash whenever you are in doubt as to the sound of 
an obscure vowel. The second-place light dash may be used to 
indicate the last vowel in Anna, Ira, arena, etc., although Webster 
gives the Ah sound in the above cases. 

Write the exercise at top of p. 24 line for line. Compare it with 
the correction plate and correct. Write, compare and correct 
again and again as previously directed for the exercise on p. 12. 

You will learn shorthand much more rapidly if in your personal 
writing you will write every word that vou can in shorthand. 



10 Barnes' Home Instructor. 

At first it may take more time to write a word in shorthand, 
than in longhand, but persevere and you will soon find that you 
can write a number of words much easier in shorthand and this 
number will increase from day to day. Soon it will become 
second nature to write words in shorthand. A little voluntary 
work of this kind will help you much more than the same 
amount of compulsory tasks planned by the teacher. 

Lesson VII. 

Learn Pars. 113-115 and the first two lines of wordsigns. Observe 
that the most common words like be, do, will, for, and have are in 
the second position regardless of the rules given for position. 
Wordsigns are exceptions, and must be memorized instead of written 
by rule. 

Learn Pars. 116-118 and study the third line of examples. Be 
able to read and to write the three lines forwards and backwards 
before looking at p. 25. 

Notice that the tick for the is to be joined to the end of a word, 
not to its beginning. Therefore, when a sentence begins with the, 
the dot must be used. The dot must always be used when the tick 
would not make a good angle. Use the tick for the whenever you 
can, as it is quicker than the dot and less likely to be overlooked 
when reading your notes. 

Learn Pars. 119 and 120 and read line 1, p. 25. Notice that the 
dot is used for ing in every case where the stroke does not make a 
good angle except in the word being. Read and write line 1 twenty 
times. 

Read the rest of p. 25 as far as possible without looking at the 
key on p. 26. When you can read the page both correctly and 
quickly, write the first sentence from the key without help from 
p. 25. Compare it with the printed shorthand and correct every 
defect as well as every mistake in your writing. Write the sen- 
tence twenty times. Think how each stroke should be written 
before making it, then write it as rapidly as you can and make it 
perfect. Compare frequently with the printed shorthand to make 
sure that your work is correct. Be very careful not to put a single 
stroke in the wrong position. If written correctly, the repeated 
practice of each sentence will give you considerable facility in 
writing. Test this by writing a sentence that you have learned to 
write correctly over and over as many times as you can in a minute. 



Barnes' Home Instructor. 11 

See how many words you have written in the minute. Write the 
same sentence again for another minute, and another minute, and 
notice what the gain is each minute. 

After writing each sentence twenty times, write the whole page 
from the key and compare carefully with p. 25. If you have made 
any mistakes, write the sentences containing the corrections twenty 
times each. 

Write answers to the Test Questions at bottom of p. 26. Com- 
pare these answers with Pars. 34; 21; 41; 75; 52 and 60; 53 and 
74, 62; 63, 67, 77; 63, 28, 78, 81; 66; 90. 

Lesson VIII. 

This is the most important lesson in the Manual. Learn Pars. 
122-125 and read lines 1-4, Exercise 10. 

Follow directions in Par. 127. Copy all the straight strokes in 
columns 1 and 2 of the Table, being careful to put the circle on the 
proper side of each stroke. One of the worst shorthand crimes 
you can commit, is to put the circle on the wrong side of a stroke. 
Make the circle as small as possible and the strokes straight. In 
column 1, the beginning of the stroke forms a part of the circle 
and that part is straight, not round. In column 2, make each 
stroke with a quick, straight motion and stop slightly before mak- 
ing the circle. Practice in this way, and you will have no difficulty 
in making the strokes straight. 

Transcribe lines 1-4 and correct the transcript by the key. 
Omitting the vowels, write each line ten times from the key, and 
each time compare with the printed shorthand. Notice if every 
stroke is straight at beginning and end, and if the circle is on the 
proper side of the stroke. 

Study Par. 129 and copy the line of examples under it five times. 
Write lines 1-4 again, vocalizing the words. Compare with the 
printed shorthand and notice if every vowel is on the proper side 
of its stroke. Write, compare and correct again and again until 
you can write these lines easily and correctly, putting both circle 
and vowel on the proper side of the stroke. 

Learn Pars. 126-132. Read and transcribe lines 5-14; compare 
the transcript with the key and correct it. Read p. 28 again and 
again until you can read it correctly in five minutes. 

Review the rules that apply to lines 6-10 and write those 
lines from the longhand kev, omitting all vowels. See if every 



12 Barnes' Hoine Instructor. 

stroke is straight and if the circle is on the same side of the stroke 
as in the printed shorthand. Write each line ten times without 
vowels ; then write the lines with vowels and correct them. Write ? 
compare and correct until you can write them easily and without 
error; then write the remainder of the page until you know it per- 
fectly. 

Review all the rules of the lesson and write the whole page from 
the key without help from p. 28. Then compare with the printed 
shorthand , and if you have made any error, write the page again. 
Then write the exercise on p. 29. If you have learned this lesson 
well and are very careful, you can write this exercise without 
putting the circle on the wrong side of the stroke a single time in 
the exercise. Try it. Write the exercise through without vowels 
the first time, and compare with the correction plate. When you 
can write the exercise correctly without vowels, write it again, 
vocalizing the outlines, taking care to put every vowel on the 
proper side of the stroke. Write, compare and correct until you 
succeed in making the exercise perfect in every respect. Then 
write each line five times to gain both correctness and ease of 
writing. The sooner you reach the time when it will be hard for 
you to put a circle on the wrong side of a stroke, the sooner will 
you become an expert reporter. 

Lesson IX. 

Spend five minutes in reviewing the worclsigns. 

Learn Par. 133; read and transcribe line 1, p. 30. Learn Par. 
134; read and transcribe lines 2 and 3. Learn Pars. 135 and 136; 
read and transcribe line 4. Learn and follow every direction in Pars. 
137, 138, 139 and 142. Read and transcribe lines 5-7. Read the 
first seven lines until you can read them correctly in two minutes. 
Then write them from the longhand key without help from the 
printed shorthand. Compare your work carefully with the printed 
shorthand to see if every stroke is straight, if every circle or loop 
is on the proper side of the stroke, if Sez is made large and round, 
if Steh is very narrow, and if both loops are much longer than they 
are wide — Steh half as long, and Ster two-thirds as long as the 
stroke. After comparing and correcting each line, write it care- 
fully ten times, taking great pains to make the loops long and thin, 
and the circles of the proper size. 

Learn Par. 140; read and transcribe lines 8 and 9. Learn Par. 



Barnes' Home Instructor. 13 

141; read and transcribe line 10. Learn Par. 143; read and tran- 
scribe the rest of page 30. Observe that in the outlines for nicest 
and exercised, line 14, the circle is not round, but is pointed on one 
side. Compare with the outline for nicely, p. 28, line 10. In these 
cases the circles, coming between two strokes, are necessarily 
pointed and look a little like loops, but there is no danger of their 
being mistaken for loops, because a loop is never formed by the 
crossing of two stroke*. Read lines 8-14 until you can read them 
correctly in two minutes. Read Par. 144. Write lines 8-14 ten 
times, each time writing from the longhand key without help from 
the printed shorthand and each time carefully comparing and cor- 
recting by means of the printed shorthand. 

Write the exercise at the end of this lesson, line for line. Com- 
pare with the correction plate and correct all errors and poorly 
written strokes, loops or circles. See if every vowel, circle or loop 
is in the right place. Write, compare and correct again and again 
until you can write the exercise perfectly. 

Lesson X. 

Review the wordsigns. They will be a hindrance instead of 
a help unless you know them so well that you can recall them 
instantly and without effort. 

Learn Par. 145; read and write lines 1-3 ten times, each time 
writing from the longhand as indicated in previous lessons. Learn 
Pars. 146 and 147; read lines 4-10, carefully observing how the 
rules are followed in each outline. Study Pars. 148-150 and read 
the remainder of p. 33. Study the page until you can read it cor- 
rectly in five minutes. 

In this and in every other lesson, each line of shorthand must be 
transcribed into longhand the first time it is read. Then the tran- 
script must be compared with the key to make sure that the trans- 
lation is correct. In every case the exercise must be written in 
shorthand from the longhand without the least help from the 
printed shorthand, and afterward it is to be compared with the 
printed shorthand and corrected by it. These directions must be 
strictly followed if the student wishes to improve. 

Review Pars. 145, 147, 148 and 149. 

Write lines 4-14 fifteen times, each time from the longhand, and 
each time compare with the printed shorthand. If you make any 



14 Barnes' Home Instructor. 

errors the fifteenth time, write the corrected words twenty times, 
then write the page again. 

Write one-half of the writing exercise on p. 34. Compare with 
the correction plate and correct your work. Observe whether 
even 7 vowel, circle, and loop is on the proper side of the stroke, 
whether Iss is as small as it can be well made, Sez large, and the 
loops thin and long. Practice this half of the exercise nntil yon 
can write it withont error. Review Pars. 145-149 and write the 
remainder of the exercise. Compare your work very carefully 
with the correction plate to see if you have written Iss instead of 
Es or Ze, or if you have written the stroke when you ought to have 
written the circle. Be sure not onl} r to correct every error but to 
find out why the correction is necessary. Write the last half of 
the exercise ten times, each time carefully comparing with the 
correction plate. 

Lesson XI. 

Except in phrasing, a wordsign is always written in the same 
position as given in the Manual. This position is often arbitrary, 
not corresponding with the vowel in the word; hence, the position 
must be thoroughly memorized. Other words, if short, are gen- 
erally written in the position indicated by the principal vowel in 
the word. But if long or peculiar, it is seldom necessary to take 
the trouble to put them in position. 

Study Pars. 151-157. Study the wordsigns on p. 35 until you can 
read and write them forwards and backwards. 

The key must be used somewhat, but use it as little as possible 
in reading and transcribing lines 1-3, p. 36. Compare your tran- 
script with the key and note every error. 

Observe that Chetoid is generally used for the, and Ketoid for a 
or and. Read lines 1-3 until you can read them correctly and 
quickly without help from the key. Write the lines from the key, 
and compare with p. 36. See if every tick is made in the right 
direction and if the tick for on is made up. 

Write the lines until you can write them correctly, then write 
them until you can write them both correctly and quickly. 

Study p. 36 until you can read it correctly in four minutes. Copy 
each sentence from the shorthand at least twenty times, the more 
times the better. Be very careful about the position of each 
word. 

If you will be careful not to write any faster than you can 



Barnes' Home Instructor. 15 

write correctly, you may time yourself on these sentences. This 
will be very interesting. Write a sentence over and over as 
many times as you can write it correctly in a minute, then count 
the number of words you have written in the minute. Write the 
same sentence again and again another minute and notice how 
many more words you wrote in the second minute. Try it again 
a third minute to see what your gain will be. But be sure that 
you write the sentence perfectly before beginning to time your- 
self. It does not pay to practice mistakes. It is better to be 
accurate and slow than to be careless and rapid. An accurate 
stenographer may give good satisfaction even though slow; an 
inaccurate stenographer merits a discharge, and generally gets 
what he deserves. 

Do not leave p. 36 until you can write the whole page from 
the longhand easily and without error, without a single word in 
the wrong position. 

Write the exercise on p. 37 in shorthand; compare with the 
correction plate and correct. Then write each sentence correctly 
at least twenty times. Do not practice errors. Be sure that 
the * sentence is correctly written before you begin the twenty 
times. After practicing each sentence, write the whole exercise 
and compare with the correction plate. If any sentence contains 
an error, correct the error; then write that sentence thirty times. 
Write each stroke as rapidly as you can and yet make each stroke 
perfect. 

Lesson XII. 

This is an easy lesson and you will not need to write it many 
times provided you will learn thoroughly and follow exactly the 
directions given in Pars. 158, 1G0, and 161. All in the lesson 
should be learned, but these paragraphs are the most important 
and yet the most easily forgotten. Read and transcribe page 38. 
Be able to read the page correctly in five minutes. 

Write lines 1-11, p. 38, from the key and compare with the 
printed shorthand. Correct all errors and review the principles 
violated. Rewrite the lines until you can write them correctly. 
Write line 9 ten times. Write the exercise on page 39; compare 
with the correction plate and correct. Write, compare and correct 
until you can write it easily and without error. Spend ten minutes 
reviewing the wordsigns and wordsign exercises. 



16 Barnes' Home Instructor, 



Lesson XIII. 

Learn Par. 166; read and transcribe lines 1 and 2, p. 40. Learn 
Par. 167; read and transcribe lines 3 and 4. Learn Par. 168. Copy 
column 8 of the Table as far as Zlie. 

Observe that Wuh is used only with Es, Ze, Ish, Zhe, Kay, Gay, 
and Ing. 

Learn Par. 169; read and transcribe line 5. Read lines 1-5 
until you can read them rapidly and correctly. Write them from 
the longhand key and compare with the printed phonography. 
Observe whether you have used the proper semicircle, and whether 
each semicircle is small and narrow, with sides of equal length. 
When writing line 5, the circle should be flattened, not round. 
Write lines 1-5 until you can write them easily, correctly, and 
rapidly. 

Learn Par, 170; read and transcribe line 6. Learn Par. 171; 
read and transcribe line 7. Learn Par. 172; read and transcribe 
line 8. Learn Par. 173; read and transcribe line 9. Read and 
write lines 6-9 until you can both read and write them correctly 
and rapidly. 

Learn Pars. 174 and 175; read and transcribe lines 10-12. Read 
and follow directions in Par. 176. It is very important that the 
w hook should be very small and that the hook line should be 
straight. Make the hook line horizontal in Wem and Wen. 

Learn Par. 177; read and transcribe lines 13 and 14. Read lines 
10-14 until you can read them correctly and rapidly. Write each 
line twenty times, following directions in Par. 176. Three or four 
times a day for two weeks, say and write Wei, Wem, Wen, Wer, 
Whel, Whein, When, Wher, Swel, Swem, Swen and Swer. These 
are easily learned, but very easily forgotten. You will soon have 
occasion to review this lesson. See how long you can remember it. 
Write the exercise on p. 41. Compare with the correction plate 
and correct. Notice what principle is violated in every correc- 
tion, then look out when you rewrite the exercise. Practice the 
corrections twenty times. Write the exercise again and again 
until you can write it without help and without a single error. 
Do you review the wordsigns each day? You should do so. 

Lesson XIV. 

When writing the Avorclsigns on p. 42, be very careful to make 
the signs for that and without as different as possible from the signs 



Barnes' Hoine Instructor. 17 

for we or with, and were. The former should not curve very much 
and should be half as long as the phonograph The; the signs for 
we or with, and were should be made very small and close, like tiny 
horseshoes. Learn to read and write the wordsigns on page 42 
both forwards and backwards. 

Learn Par. 178; read line 1. Learn Par. 179; read line 2. Ob- 
serve that in phrasing, I is represented by the first half of its 
wordsign written down, or by the second half written up, always 
up. Chetoid is never used for I. Chetoid stands for he. Petoid 
or Retold represents /. 

Learn Pars. 180 and 181; read lines 2 and 3. Learn Pars. 182 
and 183, and read line 4. Read and write lines 1-4 ten times each ; 
compare each time very carefully with the printed shorthand. See 
if every tick is made in the proper direction, and is as short as it 
can be made and not look like a dot. Notice if the circles are on 
the right-hand side of the down ticks, and if the semicircles are 
small. Write lines 1-4 once again from the key. If you find any 
errors in your work, practice the corrected words ten or twenty 
times, then write the lines again and compare. Do not leave them 
until you can write them with absolute accuracy. 

Read and transcribe lines 5-14. If you find a sentence that you 
cannot read, do not look at the key. Read the next two or three 
sentences if you can ; then come back to the sentence that baffled 
you. It may be that you will read it without difficulty now. If 
you cannot, read a little further on; then come back to the sen- 
tence again. Read and transcribe as much of the sentences as you 
can without help, leaving spaces in the transcript for the words 
you cannot translate. Then compare your transcript with the key 
and correct it. Write lines 5-14 from the longhand key. Compare 
your work with the printed shorthand and correct all errors. See 
if you have used the right tick or the right semicircle, and if 
each wordsign is in the correct position. Practice the correc- 
tions until you can lay the book aside and write them all correctly 
from memory. Write the first sentence again and compare very 
carefully with the printed shorthand. When you succeed in writing 
it without the slightest inaccuracy — not before — you may practice 
it for speed. Write no faster than you can write correctly, but write 
each sentence again and again until you reach the highest speed 
possible to you consistent with accuracy. Practice each sentence 
in the same way. Then write all of the sentences once through 



18 Barnes' Home Instructor. 



and compare with the printed page. If any sentence contains an 
error^ learn the correction, then write the sentence ten or twenty 
times. Do not leave the exercise nntil you can write the whole of 
it without help aud without error. If you know p. 43 perfectly, 
you will make very few errors in writing the exercise on p. 44. 
Write the exercise on p. 44 in shorthand without referring to pp. 
42 and 43. Compare with the correction plate and correct. 

Notice that there are two correct ways of writing lohite and 
loheat. In some kinds of business these two words will conflict, 
as in the terms, Fancy White or Fancy Wheat. In grain corre- 
spondence, wheat is the more common word and should be written 
in the simpler way, Weh-Te, while white should be vocalized or 
else written with a different outline, as Chetoid-Wuh-Te. In some 
other business, white might be more frequently used, and should 
then be written in the easier way, Weh-Te, and for the sake of dis- 
tinction, wheat should be vocalized or else represented by the 
longer outline. A vowel makes a word safe, and the best report- 
ers will occasionally vocalize a word. Some find it easier to dis- 
tinguish between conflicting words by using different outlines, 
while others find it easier to vocalize the word that occurs the 
less frequently. Either way is approved by practical reporters. 

Back and book will occasionally conflict if written in the same 
way. They may be distinguished by vocalizing back or by writing 
book in the second position instead of the third. See Par. 90. 

Practice the writing exercise until you can write it in correct 
shorthand without help from the correction plate. 

Lesson XV. 

Do not forget to review the wordsigns every day. 

Pead Pars. 185-190. Learn Par. 186. Learn the names of the 
double consonants given on p. 44. Be able to pronounce them cor- 
rectly and quickly in their order without looking at the book. 

Copy the two lines of double consonants, carefully observing 
directions in Par. 190. It may help you if you will make a slight 
stop after writing the hook, then make the stroke with a quick, 
straight movement. It is very important that the hook line should 
be straight, not curving in a particle. Write the copies on p. 44 ten 
times each, making every stroke quickly and perfectly straight, and 
making the hook line very close to the main line and perfectly 
straight. 



Barnes' Home Instructor. 19 

Learn Pars. 136-190. Read and transcribe lines 1-1 0, p. 46. 
Name the double consonants as you read the words. Learn Par. 191 ; 
read and transcribe lines 1 1—13. In line 13, last three words, Shay 
is used because Ish would not make a good joining. Review Par. 
187; learn Par 192, and write the examples following ten times 
each. Read and transcribe line 14. From the longhand key, with- 
out help from page 46, write each line of the exercise in careful 
shorthand. 

Make any other mistake if you will, but do not make the mistake 
of writing a single hook on the wrong side of its stroke. Read, be- 
lieve, and follow 7 what is said in Par. 193. Consider it a state's 
prison offense to put a hook on the wrong side of a stroke.. 

Write each line of the exercise ten times correctly. Then write 
the whole page from the key and compare with the printed page. 
If you have made mistakes, write it again and again until you 
know the page perfectly. Write one-half of the exercise on p. 
47, line for line. Compare with the correction plate and correct. 
Write the lines carefully ten times each. Then write the whole 
through and compare. It is not enough that you are able to write 
this exercise without error when you take pains to do so. You 
must practice the exercise until you form a habit of writing the 
hooks properly, until it would be hard for you to misplace them. 

Review Par. 192. Do not allow yourself to be a party in a 
divorce suit. Write the second half of the exercise on p. 47 and 
compare with the correction plate and correct. Practice the cor- 
rections twenty times each. Write, compare and correct again 
and again until you can write the exercise without error. 

Lesson XVI. 

Study the diagram in Lesson 16. There are two initial hooks, r 
audi; the 1 hook on the circle side, the r hook on the opposite 
side.' So there are two final hooks, f on the circle side and n on 
the opposite side. Learn Pars. 194 and 195. Read aloud and copy, 
ten times each, the two lines of hooked strokes at bottom of p. 4 7, 
Remember that it is of the utmost importance that you make the f 
and the n hook very small and the hook line straight, never curv- 
ing in. Read and transcribe lines 1-9, p. 48. Compare your 
transcript with the key and correct. Did you have any diffi- 
culty in translating the fourth word of the seventh line and the first 
two words of the ninth line? Do you remember what you were 



20 Barnes' Honie Instructor. 

told to write and name every day for two weeks? Those who 
follow directions generally get along better than those who do not. 

Read, believe, and follow directions in Par. 199. Write each of 
the nine lines carefnlly from the longhand without help from the 
shorthand, and each time compare with the printed shorthand. Be 
sure that every hook is on the proper side of its stroke. Write 
each line ten times. Then see if you can write the nine lines 
through without an error. Practice them until you can do so 
easily. 

Read Pars. 196-198; read and transcribe lines 10-14. Learn 
Pars. 196-198. When two necessary vowels precede f, v, or 
n, the second vowel is placed by the f, v, or n, and the first vowel 
is placed by the preceding consonant. Thus, in ruin the first vowel 
is placed at the end of Ray, after it, and the second vowel is at the 
beginning of En, before it. Write lines 10-14 from the longhand 
key without help from the printed shorthand. Compare with the 
printed shorthand and correct. Write them again, and again com- 
pare and correct. Repeat this until you can write them easily and 
without a single error. Review 196-199. Observe that the rules 
in Par. 196, 1 and 2, are similar to those in Par. 147, 2 and 4. 
Write each line of the exercise on p. 49 ten times, each time with- 
out help from the correction plate, and each time carefully com- 
pare your work with the correction plate. Then write the whole 
exercise through and compare. If there is an error in it, write it 
again and again until you can write it correctly and quickly. Then 
write the exercise on p. 50 until you know it. Remember the hook 
must always be used for f, v. or n at the end of a straight stroke 
unless there is a vowel sound after the consonant or two vow~el 
sounds before it. 

Lessox XVII. 

Study Pars. 200 and 201 and write the examples until you can 
write them correctly and easily — every hook small, the circle 
flattened, and every stroke straight. 

Read and transcribe line 1. Learn Par. 202; read, transcribe, 
and copy the shorthand of line 2, making the circle long and thin, 
never round. Learn Par. 203; read and transcribe line 3. Learn 
Par. 204; read and transcribe lines 4-^7. Learn Par. 205; read and 
transcribe line 8. Learn Par. 206; read and transcribe line 9. 
Learn Par. 207; read and transcribe lines 1C-12. Learn Par. 20S ; 
read and transcribe lines 13 and 14. Review Pars. 200-208, and 



Barnes' Honae Instructor. 21 

study page 51 until you can read it correctly in five minutes. Fol- 
low directions in Pars. 209 and 210. After writing each line ten 
times, write the whole page from the longhand without help from 
the shorthand and compare with the printed shorthand. Correct 
all errors and rewrite. Continue this practice until you can write 
the whole page without help and without a single error. Write 
the exercise on p. 52 line for line. Compare with the correction 
plate and correct. Practice the corrections many times; then re- 
write the exercise. Write, compare and correct again and again 
until you can write the whole exercise easily and without error. 

Find and learn answers to the Test Questions. Then write the 
answers from memory, and compare what you have written with 
the Manual, as follows: Q. 12, Pars. 100, 102-104, 105-108; Q. 13, 
Par. Ill; Q. 14, Par. 192; Q. 15, Pars. 125, 142, 188, 194; Q. 16, Pars. 
200, 203, 205, 208; Q. 17, Pars, 204, 206, 207; Q. 18, Pars. 204, 207; 
Q. 19, Par. 206; Q. 20, Par. 116, 117; Q. 21, Pars. 116,117; Q. 22. 
On and should. 

Lesson XVIII. 

Bend a hairpin to form Fl, VI, etc. Turn it over forFr, Vr, etc. 
Learn Pars. 211-213; read the three lines of copies at top of p. 53 
until you can read them correctly and rapidly. Study and follow 
directions in Pars. 214-216. Read and transcribe lines 1-9, p. 54. 
Learn Par. 217; read, transcribe, and copy the shorthand of line 10. 
Do not be afraid of retracing too far to indicate the hook. Make 
the retracing very distinct. Learn Par. 218; read and transcribe 
lines 11-14. Compare your transcript with the key and correct. 
Read each line until you can read it correctly and quickly. Then 
read the whole page again and again until you can read it correctly 
in three minutes. 

Observe that El is used in flail because Fl curves the same as Ef. 
See Par. Ill, 2. ^ 

Write Exercise 20 in shorthand from the longhand key without 
help from p. 54. Compare your work very carefully with the 
printed shorthand. Observe whether you have made every hook 
and stroke properly, if the curves curve enough, if Mr and Nr are 
shaded as they should be, if the hook line is horizontal on Mr and 
Nr and vertical on Thl, Thr, if Shi and Zhl are made sufficiently curv- 
ing and with a small hook. Notice also whether the hooks are dis- 
tinct where they are indicatedby retracing. Practice the corrections 



22 Barnes' Home Instructor. 

twenty times. Write each line ten times; then write the whole 
page again, and again compare and correct. Write, compare and 
correct nntil you can write the whole page easily and without an 
error. Then write the exercise on p. 55, line for line. Be careful 
to make the hook small in Shi and Zhl, and the strokes quite curv- 
ing. Compare your work with the correction plate and correct. 
Write each line of the exercise ten times, each time without help 
from the plate, and each time correct your work by the plate. 
Then write the whole exercise once through and compare with the 
plate. If you have made any errors, write it again and again until 
you succeed in writing the exercise without help and without 
error. 

Lesson XIX. 

Study and remember Pars. 220 and 221; read and transcribe lines 
1 and 2, p. 56. Learn Par. 222; read and transcribe lines 3 and 4. 
Learn Par. 224; read and transcribe line 5. After correcting the 
transcript by means of the key, read lines 1-5 until you can read 
them correctly and quickly. Review Pars. 220-224. Copy lines 
1-5. Follow directions in Pars. 223 and 224. 

When writing manly, seminary, and meanly, line 4, make the n 
hook slanting instead of horizontal ; then it will be easy to add the 
Lay or Ray to the hook. 

Write lines 1-5 from the longhand key and compare with the 
printed shorthand and correct. Write each line ten times. Write 
the exercise on pp. 55 and 57 and compare your work with the cor- 
rection plate, paying especial attention to the hooks and circles. 
Practice the exercise until you can write it correctly and easily 
without help from the plate. 

Learn the wordsigns on p. 57. Read and transcribe lines 6-9. 
Correct the transcript. Write lines 6-9 twenty times, taking care 
to put every wordsign in its proper position. Read lines 10-14 as 
far as possible without help from the key on p. 57. Write the let- 
ter as directed twenty times ; read your notes and also compare 
them with the printed shorthand each time. Be very careful about 
the position of the wordsigns. Review all of the wordsigns you 
have learned. 

Write the exercise on p. 57 and compare very carefully with the 
correction plate. Make sure that every wordsign is in the proper 
position. Write each sentence at least twenty times — the more 



Barnes' Home Instructor. 23 

times you write it, the more speed you gain. But do not allow 
yourself to write any faster than you can write accurately. After 
practicing each sentence, write the whole exercise once through 
and compare with the correction plate. Practice your corrections, 
if any, twenty or thirty times; then write the exercise again. Do 
not leave it until you can write the whole exercise correctly with- 
out help from the key. 

Lesson XX. 

Learn Pars. 226-228; read and transcribe line 1, page 59. Learn 
Par. 229; read and transcribe lines 2-7. Learn Par. 230. Learn 
columns 21-26 of the Table, paying especial attention to columns 
23 and 25. If these columns are well learned, it will save you from 
making many mistakes in your exercise. Remember the e in the 
names represents any vowel that may come between the stroke and 
the hook; thus, " Pent" stands not only for the syllables, pent, 
pend or penned, but for paint, pained, pant, panned, pound, pint, 
point, pinned, pond, etc. After learning columns 23 and 25, you 
will have little trouble in remembering and applying Par. 230. 
When Es is halved it is called Est, not Set. Remember the names, 
Est, Ests, Essent, Essents. 

Read and transcribe lines 8 and 9. Learn Par. 231; read and 
transcribe lines 10 and 11. Learn Pars. 232 and 233; read and 
transcribe line 12 and all but the last two words of line 13. Learn 
Par. 234; finish reading and transcribing lines 13 and 14. 

Review Pars. 226-234. Study p. 59 until you can read it cor- 
rectly in five minutes. 

Read Par. 235. Write the first seven lines of Exercise 22 from 
the longhand key, without help from the printed shorthand. Com- 
pare your work carefully with the printed page. See if you have 
put all the first-position half-lengths just under the upper ruled 
line, not through it, and if you have put all the third-position half- 
lengths under the lower line, not through it. Practice the correc- 
tions twenty times ; then write the half -page again from the key 
and again compare and correct. Write, compare and correct 
until you can write the seven lines without aid from the printed 
page and without a single error. 

Write lines 8 and 9 from the key, and correct by means of the 
printed shorthand. Write lines 8 and 9 ten times each, carefully 
comparing your work each time with the printed shorthand. Write 



24 Barnes' Home Instructor. 

the remainder of the page from the key, and compare and correct 
as before. When you can write the whole of page 59 from the key 
correctly without help from the printed shorthand, review Pars. 
226-235 and write the exercise on p. GO. Compare your work with 
the correction plate and carefully correct every half-length that 
is too long or in the wrong position. Notice also every other 
error. Practice the corrections until you have thoroughly mem- 
orized them ; then write the exercise again and compare and cor- 
rect as before. Eepeat the writing, comparing and correcting 
until you can write the whole exercise without making any mis- 
takes, and without help from the correction plate. 

Lesson XXI. 

Learn Pars. 236 and 237. Observe that the rule in Par. 237 is 
similar to the rule given in Par. 147, 2 and 4. Read and tran- 
scribe lines 1 and 2, p. 61. Learn Par. 238. A part of this para- 
graph is written in capitals because it is important and students 
generally forget it. See if you can remember it. Read and tran- 
scribe lines 3 and 4. Learn Par. 239; read and transcribe line 5. 
Learn Par. 240; read and transcribe line 6. Learn Par. 241 ; read 
and transcribe lines 7 and 8. Learn Par. 242 ; read and transcribe 
lines 9-13. Review Par. 238; read and transcribe line 14. Follow 
directions in Par. 243; study p. 61 until you can read it correctly 
and rapidly. 

Review Pars. 236-243. Write Exercise 23 from the longhand 
key, without help, and then compare with p. 61. Carefully note 
and correct all errors. Practice the corrections until you know 
them, not only for to-day, but for all time. Write each line on p. 
61 ten times, each time from the key, and each time compare with 
the printed shorthand. Then write the whole page once through 
and compare. Write the exercise on p. 62; compare, correct, and 
rewrite as usual. 

Find and write down the answers to the Test Questions on p. 63. 
Prove the correctness of your answers by comparing them with 
the following paragraphs : Q. 23, Pars. 186 and 213; Q. 24, Pars. 
186 and 213; Q. 25, Par. 194; Q. 26, Par. 222; Q. 27, Pars. 202 
and 224; Q. 28, Pars. 147, 148, 149, 170, 171,196, 237-241; Q. 29. 
When a word begins with s, or when a word ends in the sound of 
s or z, use the circle except when s or z is preceded or followed 
by two necessary vowels. See also Pars. 166, 167, 172, 196, 236 



Barnes 9 Home Instructor. 25 

and 351; Q. 30, Pars. 228, 233, and 234; Q. 81, Par. 229; Q. 32, 
Par. 230; Q. 33, Par. 231 ; Q. 34, Pars. 232 and 233; Q. 35, Pars. 233 
and 234; Q. 36, Par. 242; Q. 37, Par. 241. 

After learning the answers to the Test Questions, write the ex- 
ercise at the bottom of p. G2, and compare your work with the 
correction plate. Practice the corrections twenty times. Write 
the exercise again; compare and correct as before. Continue 
writing, comparing and correcting until you can write the whole 
exercise without error. 

Write the exercise at the bottom of p. 63 and compare with the 
correction plate. Do not be disturbed if you have phrased a little 
more or a little less than is given in the correction plate. It 
makes very little difference in this exercise whether you phrase or 
not, but it makes an immense difference if you get a single w T ord- 
sign in the wrong position. Notice how many of the wordsigns 
you have forgotten, and review those. Write them upon your 
cuffs or upon your finger nails, or do something a little queer to 
impress them upon your mind. Write the exercise again, com- 
paring and correcting as before. Continue in this w T ay until you 
can write the exercise without a single error. Then write each 
sentence several times, until you can write it not only correctly 
but rapidly. Provided you write it correctly, the more times you 
write each sentence the better — the more facility you will gain. 

Lesson XXII. 

Learn Par. 244; read and transcribe line 1. Learn Par. 245; 
read and transcribe lines 2 and 3. Learn Pars. 246 and 247; read 
and transcribe line 4. Learn Par. 249; read and transcribe lines 
5-7. Learn Par. 248; read and transcribe line 8. Read lines 1-8 
until you can read them correctly and rapidly. Review Pars. 244- 
250 and write lines 1-8 from the key without referring to p. 64. 
Compare your work with the printed shorthand and correct. 
Write, compare and correct until you know lines 1-8 perfectly. 
Be sure to make your double lengths long enough. There is no 
danger of mistaking them if they are made too long. 

Learn the wordsigns on p. Qo. Study lines 9-14, p. 64, until 
you can read and write them correctly and rapidly. W r rite the 
exercise on p. Qo. Compare your work with the correction plate 
and correct all errors. Notice particularly whether the double 
lengths are long euough, and whether they are in the right posi- 



26 Barnes' Home Instructor. 

tion. Write each sentence until you can write it correctly; then 
write it until you can write it both correctly and rapidly. After 
practicing each sentence in this way, write the whole exercise once 
through and compare again with the correction plate. If you have 
made any errors in your work, write the exercise again, and 
again compare. 

Spend fifteen minutes in reviewing all the wordsigns. 

Lesson XXIII. 

Learn Par. 251. Copy the examples there given, making the 
hook very large, and the stroke straight and no longer than usual. 
Read and transcribe lines 1 and 2. Iss may be written within any 
of the large hooks the same as within the 1 or f hooks. Learn Par. 
252; read and transcribe lines 3-5. Learn Par. 253; read and 
transcribe line 6. Read lines 1-6 until you can read them cor- 
rectly in two minutes. Learn Par. 254. It is easier to make Kay 
straight if El, not Lay, is used in such words as quail, squall, etc. 
In squelch, Lay is used because El would not make a good angle 
with Chay. 

Write lines 1-6 from the longhand. Make the hook very large 
in Tway, Dway, Quay and Gway so that it cannot possibly be mis- 
taken for the 1 hook. Make the hook very large also in ler, Mel, 
Nel, and Rel so that they cannot be mistaken for Wei, Wem, Wen, 
and Wer. Compare j-our work with the printed shorthand. See 
if every hook is large enough, if each stroke is perfectly straight 
and of exactly the right length. Practice the corrections until 
they are thoroughly memorized. Write, compare and correct 
again and again until you can write the six lines easily and with- 
out error, making a marked difference between the large and the 
small hooks. Learn Pars. 255 and 256; read and transcribe lines 
7-10. Learn Par. 257. The Ishun curl with its vowel represents 
ishun, eshun, ashun ; or, with the sound of z instead of s, it repre- 
sents izhun, ezhun or azhun. Since the curl is always added to 
the circle, representing s, z, ns, or nz, an outline ending in Ishun can 
only be used when the word ends in the sound of sishun, seshun, 
sashun, or similar syllables where z takes the place of one or both 
of the s's. Thus, decision ends in the sound of sizhun while phy- 
sician ends in zishun. 

Read and transcribe line 11. Learn Pars. 258-260; read and 



Barnes' Home Instructor. 27 

transcribe lines 12-14. Observe that the word session is written 
with the Shun hook, not with the Ishun curl. The word does not 
end in seshun, but seshun is all there is of it. After using the s 
stroke, there is nothing but shun left to be added. 

Review Pars. 255-260. Study lines 7-14 until you can read them 
correctly in two minutes. Write lines 7-14 from the longhand key 
without help from the shorthand, and compare with the printed 
shorthand. Observe every deviation from the correct form. See 
if every hook is on the proper side of the stroke and if there is a 
very marked difference in the size of the large and the small hooks. 
See if the Ishun curl is made rounding and close, like a quarter of 
a small circle. See if you have used the Ishun curl where you 
should have used the Shun hook, and vice versa. Study Pars. 
255-258 and the above explanations in connection with lines 7-14 
again, until you are sure you understand perfectly when to use 
Ishun and when to use Shun. Write the lines again from the key, 
and again compare and correct. Continue in this way until you 
can write lines 7-14 without a single error. Review Pars. 251-2(50 
and read p. G7 again in connection with the rules. Write the 
exercise on p C8 and then compare with the correction plate care- 
fully. Observe the size and place of each hook, and whether the 
Ishun curl is made like a quarter of a circle. Practice the cor- 
rections; then write the exercise again and again, comparing and 
correcting. Repeat this process until you can write the whole 
exercise correctly and easily. 

Lesson XXIV. 

Do you review the wordsigns daily? Learn the wordsigus on p. 
G8, also Pars. 261 and 262. Read and transcribe p. 69. Compare 
the transcript with the key and correct it. Study the page until 
you can read it correctly in three minutes. Write the first sen- 
tence from the longhand key and compare very carefully with the 
printed shorthand, correcting every error and every defect in hook 
or stroke. Write the sentence twenty times, making each stroke 
as fast as it can be correctly written, but no faster. Pursue the 
same course with each of the sentences. Then read the page again 
from the key and compare again very carefully. You will probably 
find some errors. Practice the corrections and write the sentences 
containing the errors twenty times each. Write the page again. 
and this time you will probably succeed in writing it correctly. 



28 • Barnes' Hoine Instructor, 

provided you are very careful. Do not be discouraged, however, 
if you find mistakes in it. Practice the corrections ; then write the 
exercise again more carefully. 

Write the exercise on p. 70 and compare with the correction 
plate. Divide the exercise into three short exercises and practice 
each part twenty times, being very careful to put every word in 
the proper position. Then write the whole exercise once through 
and compare with the plate. If you have made mistakes in any 
sentence, write that sentence twenty times correctly. 

Lesson XXV. 

Learn Pars. 263-269 in connection with reading and transcribing 
lines 1-6, p. 72. As you read line 1, observe that the part which 
follows con is put in the same position that it would have if there 
were no con. Thus, in contrive, it is the trive that is put in position, 
Observe also that comm as well as com is indicated by the Com dot. 
Thus, comm-ence and comm-and are written the same as if they 
contained but one m. The Com dot is never followed by Em ex- 
cept when a vowel comes between two m's,, as in commemorate 
(Com-Em-Ret). Notice that the Com dot is placed in line with the 
curve which follows it, not at one side of the curve. If it were 
placed at one side of the curve, it might be mistaken for a vowel; 
but if placed in line with the curve, there is no danger. Thus, in 
the outline for commence, the Com dot is placed where it would be 
crossed by the En if the sides of the En were prolonged. 

In line 2, observe that, if the part which precedes con is expressed 
by a horizontal, the part which follows con is placed under the 
center of the horizontal, not at one side of it. Thus, in the out- 
line for accompany, Pe is placed under the center of Kay. 

Observe that in every case it is not the vowel in the prefix but the 
vowel in the main part of the word which decides the position of the 
word. 

In line 3, notice that it is safe to join the circle to the stroke in 
selfish because the outline is used often enough, and is sufficiently 
peculiar, to be readily recognized. 

In line 5, observe that the N curl must be made on the side 
opposite to where the circle belongs. In Str, the circle is written 
in the place of the r hook, on the leftside of Te. Therefore in 
Instr, (used in instruct, etc.) the circle is on the right side of Te. 
In the outline for enslave, the circle belongs on the right side of 



Barnes' Home Instructor. 29 

Lay; therefore the curl must be on the left side. In each case, 
start the curl in the same direction as the following stroke. Thus, 
in the outline for instruct, the curl starts with a downward motion 
like Te ; in the outline for inscription the curl starts with a hori- 
zontal, motion like Kay. When the curl and the circle are made 
properly, they form a semicircle, with one line continuing through 
the middle of the semicircle. 

The outlines in line 6, and a few others, are so peculiar that it is 
unnecessary to write them in position. However, it is not wrong 
to do so. 

Do not leave lines 1-6 until you can read them correctly and 
rapidly, and until you can write them in perfect shorthand from the 
longhand key without help from the printed shorthand. 

Study Pars. 270-278 in connection with reading and transcribing 
lines 7-14. The first outline in line 7 represents sensible or sensibly, 
and it may also be used for sensibility. In a sentence, the context 
will easily determine which one of these words is indicated — the 
adjective, the adverb or the noun. 

Line 11. In instrumentality and similar words, write the part 
preceding ality, etc., the same as though there were no affix. Then 
write the outline again with the last stroke disjoined, and it will 
indicate that ality is to be added. Remember it is not the preced- 
ing consonant but the preceding stroke which is to be disjoined. In 
instrumentality y the consonant immediately preceding ality is Te, 
but the stroke immediately preceding ality is Ment. 

After comparing your transcript of lines 7-14 with the key, study 
the lines until you can read them correctly in two minutes. Write 
lines 7-14 from the key without help from p. 72. Then compare 
with the printed shorthand and correct. Review the rules you had 
forgotten, and practice the corrections until you know them for all 
time. Write, compare and correct again and again until you can 
write lines 7-14 easily and without error, and without help from 
the printed shorthand. 

Review Pars. 263-278, and also the foregoing directions. Then 
write the exercise on p. 73. Write, compare and correct as indi- 
cated for previous exercises until you can write it correctly and 
beautifully. It is hard to write a long exercise without a single 
error, just as it is hard to read even a page of longhand without 
making one or two mistakes of some kind. But persevere and 
you will succeed. The most successful shorthand writers are not 



30 Barnes' Home Instructor. 

those who learned phonography in the shortest time, but those who 
learned it the most thoroughly. 

Lesson XXVI. 

Learn the wordsigns on p. 75 so that you can read and write them 
forwards and backwards. Read and transcribe p. 74 and correct your 
transcript by the key. Study p. 74 until you can read it correctly 
in three minutes. Write each sentence of this exercise from the 
key and compare it very carefully with the printed shorthand. Write 
it with the utmost care until you have learned to write it correctly 
and easily. Then write the sentence several times to gain speed. 
Write no faster than you can write correctly, but make every stroke 
as fast as is consistent with accuracy. When you think you cannot 
write the sentence any faster and write it correctly, take another 
sentence and practice in the same way. After practicing each sen- 
tence, write the whole page from the key and correct all the errors. 
Write the corrections on your finger nails. Study the corrected 
outlines until you can write them in order from memory. Then 
write the page again; and, if you are very careful, you will probably 
succeed in writing it without error. If you cannot write a long 
exercise without getting nervous and making mistakes toward the 
end, you may divide the exercise into two or three shorter exer- 
cises, but be sure to memorize your corrections thoroughly. Each 
day review all of the corrections of the day before. 

Write the exercise on p. 75 and correct by the key. When you 
can write the first sentence correctly, write it over and over for a 
minute and notice how many words you write. Then write the 
sentence another minute and see how much you gain in speed. Be 
very careful, however, not to make any errors when practicing in 
this way. It does not pay to practice mistakes. Be very careful to 
put every wordsign in the right position. After practicing each 
sentence as indicated above, write the exercise through once and 
compare with the correction plate. If you have made errors, write 
the exercise again. Do not leave it until you know it perfectly. 

Lesson XXVII. 

Read Pars. 279-283; read and transcribe lines 1 and 2, p. 77. 
Learn Pars. 279-284; read lines 1-3 until you can read them cor- 
rectly in one minute. Learn Par. 285; read and transcribe lines 
4-8. Study lines 4-8 until you can read them correctly in two 



Barnes' Home Instructor, 31 

minutes. Then write lines 1-8 from the key and compare with the 
printed shorthand. Practice all corrections and review Pars. 278- 
285. Write lines 1-8 again and again until you can write them 
correctly and easily from the key without help from the printed 
shorthand. 

Learn Par. 286 ; read and transcribe line 9. Write line 9 from 
the key five times, and each time compare with the printed short- 
hand. Learn Par. 287; read and transcribe line 10. Then write 
line 10 from the key five times as indicated for line 9. Study Pars. 
288-290 and write the examples contained in them twenty times. 
Read and transcribe the remainder of p. 77. Study lines 9-14 
until you can read them correctly in two minutes. Then write 
them from the key, and compare and correct by the printed short- 
hand until you know them thoroughly. Review Pars. 279-290. 
Par. 279 is the most important one in this lesson, and Pars. 281 and 
282 are next in importance. 

Write the exercise on p. 78 and correct by the correction plate. 
Write the exercise again and again until you can write it correctly 
and quickly. Read the exercise every time you write it. 

Lesson XXVIII. 

Spend half an hour in reviewing the wordsigns previously 
learned. Learn the wordsigns on p. 78 and study p. 79 as pre- 
viously directed in similar lessons. When you have mastered p. 
79, write the exercise on p. 80. Practice this exercise until you 
can write it correctly and rapidly, putting every word in the 
proper position. Learn the remainder of p. 80 and write all the 
examples of numbers ten times each. Write the shorthand for 
1 and 6 twenty times. Write the examples under Par. 294 five times 
each. 

It is well to review the most important parts of the Manual in 
connection with the practice of the exercise on p. 81. The review 
will straighten out a good many tangles and will make the princi- 
ples of shorthand seem easy to you. Review Pars. 19-24, 30, 31, 34, 
38-40, 52-55, 59, 60, 62, 63, 65, 66, 68, 74, 77-80, 84-109. Read p. 
22, lines 1-10. Write the exercise on p. 23 and compare with the 
correction plate carefully. Learn the corrections and write the 
exercise again, and again compare. If there are any errors in it 
this time, write the corrections down and study them at five dif- 
ferent times during the day. It is an excellent plan to have a 



32 Barnes' Home Instructor. 

pocket blank book — a five-cent one will answer — and in it write 
all the corrections you make during your review. Spend a few 
minutes each day in studying all the corrections in this little book 
until you know them perfectly. Then review them once a week 
until you are sure you will never forget any of them. Review 
Pars. 110-112 and read lines 11-14, p. 22. Write the exercise on 
p. 24. Compare your work with the correction plate and correct 
all errors. Practice the corrections and also write them in your 
pocket blank book. If necessary, write the exercise again. 

It is well to divide the exercise on p. 81 into several lessons, the 
first ending with the word millions, line 11 ; the second part ending 
with the words signal bill, line 20; the third with the words in his 
way; and the fourth part finishing the exercise. Write the first 
eleven lines of this exercise ; correct your work by means of the 
correction plate. Be very careful to get every word in the right 
position. The phrasing is of minor importance in this exercise. 
Write each sentence at least twenty times correctly. Write the 
eleven lines once through again, and again compare with the cor- 
rection plate. If you find you have made any errors, practice the 
corrections twenty times and also write them in the pocket blank 
book. Write the sentences containing the corrections ten times 
each. 

For the second review, read Pars. 114 and 116-120 very carefully 
to see if they do not contain at least one word that you have for- 
gotten. Write the exercise on p. 26 and compare with p. 25. 
Practice the corrections at least twenty times, and also write them 
in the pocket blank book. If you have made three errors, write 
the exercise again. Answer the test questions on p. 26. 

Review the rules and exercises in Lessons VIII. and IX. in the 
same way as indicated for Lesson VII. Do not leave these exer- 
cises until you can write them without error. Be very careful to 
make the loops thin and unlike each other. Make Ster and Sez 
very large, and Iss as small as possible. 

Begin with the twelfth line of the exercise on p. 81 : write as far 
as signal bill. Write and compare and correct each sentence twenty 
times as indicated for the first division of this exercise. Then 
write both the first and second divisions of this exercise and com- 
pare with the correction plate carefully. Be sure to read every- 
thing that you write. You must learn to read your notes like 
print. 



Barnes' Home Instructor. 33 

For the third review, study Pars. 145-149. Read p. 33 and write 
the exercise on p. 34, one-half at a time,, correcting, practicing, 
etc., as previously indicated. Review Pars. 153, 155, 158-163. 
Read pp. 36 and 38 and write the exercises on pp. 37 and 39. 

The third division of p. 81 ends with the words in his way. 
When you can write the three divisions without an error, you may 
practice them some for speed, but be careful to write no faster 
than you can write correctly. It is difficult to write this exercise 
rapidly because there is so much memory work in it. 

For the fourth review, study the rules in Lesson XIII. Read p. 
40 and write the exercise on p. 41. Practice the corrections and 
write the exercise again and again, until you can write it without 
a single error. Be sure to make the w hook very small and straight. 
The hook line should be horizontal in Wem and Wen. Review 
Pars. 178-183. Read p. 43 and write the .exercise on p. 44. Study 
it until you know it. Review Pars. 186-193. Read p. 46 and write 
the first part of the exercise on p. 47, without making a single 
mistake in the hooks. You can do it if you are careful. Write 
the second part of the exercise, taking care not to violate the prin- 
ciples given in Par. 192. Do not leave this exercise until you can 
write it without error. 

Study the fourth division of p. 81, writing each sentence at least 
twenty times correctly. Then write the third and fourth divisions 
and compare with the correction plate. When you can write them 
easily and without error, write the whole exercise and compare 
with the plate. Write this exercise through once every day until 
you are sure that you will never forget any of these wordsigns. 

Lesson XXIX. 

Review Lessons XVI. and XVII. Do not leave them until you 
can write the exercises in them without a single error. Pay espe- 
cial attention to Pars. 196, 197, 202, 206, and 207. 

Learn Pars. 296 and 297. Read lines 1-4, p. 83, until you can 
read them as fast as you can talk. Then write each line twenty 
times from the key on pp. 82 and 84. Learn Pars. 298-300. Ob- 
serve that Petoid is never used for / except with an up stroke or a 
horizontal; as in, I ivill, lean, lam. Retoid makes a good angle 
with most of the down strokes and is used in the phrases, / think, 
I have, I do, I shall. Chetoid is never used for I. It stands for he. 

Read lines 5-8 until you can read them correctly and very rapidly. 



34 Barnes' Honae Instructor. 

Then write the lines twenty times each from the key, taking espe- 
cial care in every phrase to use the proper tick for I and to write 
the tick close to the upper line where the wordsign for I belongs 
(Par. 183). In lines 7 and 8, it is a little more convenient to place 
Wen just above the upper line instead of just UDder it. 

Study Pars. 301 and 303. Observe that Net is used for not in 
must not, have not, and cannot. It is not advisable to use " Kent" 
for cannot. Can and cannot would look too much alike, and a little 
carelessness in rapid writing might lead to a great deal of trouble. 

Read lines 9—14 until you can read them correctly as fast as you 
can talk. Then write each line correctly from the key. Be careful 
to use the right tick for / in each case and to put the first word of 
each phrase in the same position that it would have if alone. Then 
write the whole page from the key and compare carefully with the 
printed shorthand. If you have sufficient patience and determina- 
tion, practice each line on p. 83 until you can write it at the rate 
of seventy-five to one hundred words a minute. The proper use of 
phrasing not only increases the speed of writing, but it also adds 
to its legibility. Test this by writing the phrase, / think that you 
will do, for a minute, counting the number of words written. Then 
write the words separately for a minute ; count the number of 
words, and observe which can be more easily and quickly read, the 
phrase or the separate words. 

Lesson XXX. 

Review Lessons XVIII and XIX. Before writing the exercise 
on p. 55, write p. 54 from the key and compare with the printed 
shorthand. Lesson XVIII. is a hard one and requires considerable 
study to write it correctly, even in review. Make Mer and Ner 
quite heavy, Shi with a very small hook, and Fr and Vr very slant- 
ing, particularly at the end. The curves should curve a good 
deal ; the hooks should point out rather than in and should be per- 
fectly distinct, especially those made by retracing. 

Study Pars. 304 and 305. Read, then write, lines 1-4 until you 
can read and write them correctly and rapidly, putting each phrase 
in the proper position and using the proper tick each time. Learn 
Par. 306. Read and write lines 5-9 until you can read and write 
them with perfect accuracy and with considerable speed. Observe 
that we know and we may are written in the second position to dis- 
tinguish them from similar phrases in the first position. In all 



Barnes' Home Instructor, 35 

other phrases beginning with we expressed by the w hook, write 
the w hook in first position, close to the upper line. Learn Pars. 
307 and 308. Read and write the remainder of p. 85. Then write 
the whole of p. 85 from the key and compare with the printed page 
very carefully. It will be well to write each line until you can 
write it at the rate of seventy-five to one hundred words a minute 
provided you can write it correctly. Those who are careless or 
nervous do better not to time themselves, but to practice for 
accuracy only. Speed will come naturally and easily with time. 

Lesson XXXI. 

Study Pars. 309-311. Learn to read and write lines 1-6. Write 
each line twenty times. Both forms for subscribe, etc , are used 
by good reporters. The student may select that which is the easier 
and more natural to him. Where a word may be correctly written 
in two ways, one way may be very much easier for one reporter to 
write and another way for another reporter, because there is a 
difference in temperament. Wherever there are two different out- 
lines given for any word in this Manual, it is because both outlines 
are used by expert reporters and teachers, and there is practically 
not a straw's difference between them. Only be sure to do this — 
select one of the outlines and keep it. Do not change from one to 
the other. 

Review Lesson XX. Be able to write the exercise without error, 
putting the half-lengths in exactly the right position. Be very 
particular about the length of your strokes. The legibility of 
shorthand writing depends largely upon each stroke's being made 
exactly the right length. 

Learn Par. 312. Read and write lines 7 and 8 twenty times each. 
Learn Par. 313. Read and write line 9 twenty times. While these 
shorter outlines are the ones generally used by expert reporters, 
yet it is never wrong to write any word in full, and it is best for 
some to do so. It is not wrong to insert the n hook in adjourn- 
ment, assignment, etc. If the n hook is used in these words, it will 
be necessary to lift the pencil before adding " ment." Read and 
write line 10 twenty times. Read Pars. 314 and 315 and lines 11 
and 12. The words in these lines may be written in full or with 
the shortened outlines, as desired. Those who have a retentive 
memory and a good English education may do well to use the 
abbreviated forms, especially if they desire to become court re- 



36 Barnes' Home Instructor. 

porters. Others will find it easier and safer to write the words in 
full. Learn Pars. 316 and 317. Read and write lines 13 and 14 
twenty times each. Review Pars. 309-317, and read and write lines 
1-14 until you know them perfectly. 

Lesson XXXII. 

Review Lesson XXL Be sure that you know everything in the 
rules and that you can answer the test questions correctly and can 
write the two writing exercises without error. 

Learn Pars. 318 and 319. Read lines 1-9 until you can read them 
correctly as fast as you can talk. Then write the lines from the 
key. Write the first line; compare it very carefully with the 
printed shorthand and correct all errors. Practice the corrections; 
then write the line twenty times, taking great care to put each 
stroke in the proper position and to make the double lengths long 
enough. Proceed in the same way with each line. Observe that 
Zether 1 is used for is there; Zether 2, for icas there; and Zether 3 
for as there. No other is put in the 3rd position to distinguish it 
from another. Do not forget this or you may fall into the same 
trouble as a young stenographer who wrote in shorthand to his 
sweetheart. He intended to write "I love no other woman" 
Unfortunately, he put no other in the wrong position; and, to her 
consternation, she read, " I love another woman." Attend to your 
positions if you do not want to figure in a breach-of-promise case. 
Write the nine lines again from the key, and again compare and 
correct. Continue writing and comparing until you can write them 
without a single error. Learn Pars. 320-325. Read and write 
lines 10-14 twenty times each; then write the whole page from 
the key and compare. 

Lesson XXXIII. 

Learn Par. 326. Read and write lines 1 and 2, p. 93, twenty 
times each. Review Lessons XXII. and XXIII. , reviewing not 
only what is said in the text-book, but also the explanations given 
in these lessons in regard to Ishun and Shun. Do not leave the 
exercise on p . 68 until you can w T rite it with absolute accuracy. 

Review Par. 32G and lines 1 and 2. Read and write lines 3-6 
twenty times each. Write the six lines once through again from 
the key and again compare with the correction plate. Practice the 
corrections, then write the lines five times again. 



Barnes' Home Instructor. 37 

Read Par. 342. Read and transcribe p. 105. Compare your trans- 
script with the key and correct. Read the page several times until 
you can read it correctly and quickly. 

Learn Par. 327. Read and write lines 7-11 until you can read 
and write them correctly and rapidly. Observe that with regard, 
with respect, and similar phrases, as well as xoith him (line 7, p. 85) 
are put in the second position to distinguish them from we regard, 
etc. Learn Far. 328. Read and write line 12 twenty times. 

Learn Pars. 329 and 330. Read and write lines 13 and 14 ten 
times each. Review Pars. 326-330 and study Pars. 331-337 3 paying 
especial attention to Pars. 334-337. Review the three points given 
in Par. 296. Write the whole of p. 93 from the key and compare 
with the printed shorthand. Correct all errors, practice the cor- 
rections, and rewrite the page. Study p. 93 until it can be written 
easily and without error. 

Lesson XXXIV. 

Study Pars. 338-341. Write the examples under them until you 
can write them all correctly from memory. Compare the first line 
on p. 96 with the key on p. 95. Then write the line from the key 
and compare with the printed shorthand. Correct, write, compare 
and correct again until you can write line 1 perfectly. Study line 
2 in the same way ; then write the two lines from the key and com- 
pare with the printed shorthand. If you have made any errors, 
study the lines until you can write them correctly. Learn the 
third line, and then write the three lines. Study in this way until 
you have learned the first five lines. Read and transcribe p. 106. 
Compare your transcript with the key. Study the page until you 
can read it correctly and quickly. Learn lines 6-9, pp. 95 and 96. 
Review Lesson XXIV. Study the remainder of p. 96. Write pp. 
105 and 106 from the key and compare with the printed shorthand. 
Learn the corrections; then write the pages once again, and again 
compare. 

Lesson XXXV. 

Study Pars. 342 and 343. Learn to read and write lines 1-4, p. 
98. Review pp. 71, 72 and 73. It will be easier to divide p. 72 
and the exercise on p. 73 into two parts; practice each half until 
you know it, and then take the other half. It is very important 
that you know the prefixes and the affixes perfectly. 



38 Barnes' Home Instructor. 

Read p. 99, as far as line 9, in connection with lines 5-8. If the 
v hook, line 5, is made vertical and half as long as the stroke, it will 
be safe and profitable in some cases. Write line 7 five times. 

The large semicircles are used in the pages of testimony given 
later. Compare lines 9-H, p. 98, with the key on the opposite 
page. Learn to read these outlines and then to write them. If 
you do not know the meaning of some of the words, study the dic- 
tionary until you are able not only to define the words but to use 
them in conversation. 

Review Lesson XXVI. 

Lesson XXXVI. 

Review Lessons XXVII. and XXVIII. 

Read and transcribe pp. 107 and 108. Compare the transcript 
with the key and correct. Study pp. 107 and 108 until you can 
read them correctly and rapidly. 

Review Lesson XXIX. Write p. 107 from the key and compare 
with the printed phonography. Notice what principles you have 
violated and keep those principles in mind while practicing the 
corrections. See how much more correctly you can write the page 
on a second trial. Write p. 107 from the key again and again, 
reading and comparing each time, until you succeed in writing the 
page without a mistake in stroke, circle, loop or hook. Then write 
p. 108 from the key, correcting, re-writing, etc., as indicated for 
p. 107. 

Lesson XXXVII. 

Read and transcribe the first two letters on p. 109. Compare 
the transcript with the printed shorthand and correct it. Study 
each letter until you can read it correctly and quickly. 

Study the lower half of p. 102, reading it in horizontal lines, 
until you can read it correctly without help from the key and with- 
out any hesitation. 

Review Lessons XXX. and XXXI. 

Read and transcribe letters 3-9. Correct the transcript by the 
printed shorthand. Read the letters again and again until you can 
read them correctly and quickly. 

Review Lesson XXXI I. 

Write letters 1 and 2 from the key and compare with the printed 
shorthand. Correct all errors. Notice every deviation from the 



Barnes' Home Instructor. 39 

printed forms. Make your notes just like the copy except in re- 
gard to vowels. Retain the vowel in same (Par. 87). The other 
vowels may be omitted. Even the proper names in these letters 
do not need to be vocalized because they are names of such fre- 
quent occurrence that there is no danger of mistaking them. 
Write each letter ten or twenty times, reading and criticising your 
notes each time. 

Lesson XXXVIII. 

Review the first half of Lesson XXXIII. Study p. 102 until you 
can read it in vertical columns without error. 

Write letters 3-5 ten times each from the key, each time com- 
paring your notes with the printed phonography. Write the let- 
ters ten times again to gain speed in writing; read and criticise 
your notes each time you write the letters. 

Review the remainder of Lesson XXXIII. 

Write the first six columns on p. 103 without help from the op- 
posite page, and then compare with p. 102. If you have made 
errors, practice the corrections and also write them in your pocket 
blank book for daily review. Write the six columns again and 
again until you can write them correctly without help from p. 102. 

Lesson XXXIX. 

Review the first half of Lesson XXXIV. 

Write letters 6-9 ten or twenty times, each time writing from the 
key and each time comparing with the printed shorthand. Notice 
how long it takes you to write each letter the first time that you 
write it correctly ; then notice how long it takes you to write it the 
tenth or the twentieth time. Do not count the letters that contain 
errors. Their value is zero and they should not be counted. 

Review the second half of Lesson XXXIV. 

Read and transcribe pp. 113 and 114; correct the transcript by 
the key. Study the pages until you can read them correctly and 
quickly. 

Lesson XL. 

Write columns 7-12, p. 103, in shorthand, without help from p. 
102; then compare with p. 102. Practice the corrections and also 
write them in your pocket blank book for daily review. Study the 
columns until you can write them correctly and easily without help 
from the printed shorthand. 



40 Barnes' Honie Instructor. 

Review lines 1-4, also lines 9-14, p. 98. 

Write p. 118 from the key and compare with the printed short- 
hand. Correct all errors and write again and again until you can 
write the page without error. 

Read p. 104, and if you see any wordsigns that you desire to 
learn, you may learn them. Some of them are very useful in 
sermon reporting; others in court reporting. The majority of our 
students, however, do not learn one-half dozen of these signs. 
We advise all, however, to learn the wordsign for " start." 
Other wordsigns that are especially useful are the first five in the 
first column, and "read " in the second column. It depends upon 
your individual temperament whether you will be hindered or 
helped by the use of many wordsigns. 

Write p. 114 from the key and compare with the printed short- 
hand. Correct all errors and write again and again, until you can 
write the page without error. Be sure to read and criticise your 
notes each time that you write. 

The page of testimony may be studied now, though it is just as 
well to leave it for a while. Read the Table in horizontal columns. 
The upper horizontal column gives all the shorthand appendages; 
in fact, it gives almost everything to be learned in shorthand, 
except vowels, position, wordsigns, and phrasing. It is well to 
review a horizontal column of the Table every day. Review the 
wordsigns daily also. 

You are now in possession of all the shorthand material neces- 
sary for the most rapid reporting, and if you have followed direc- 
tions closely, you have a much better knowledge of the principles 
of the science than nine -tenths of the pupils in the majority of 
shorthand schools. You should now get a copy of " Business 
Letters in Shorthand," price, $1.00. It contains business letters 
which were given us by mercantile houses, railroad and law 
offices, etc., dictated in actual business, written in correctly 
engraved shorthand with key to the same. It also contains 
thirty pages of valuable shorthand reading matter relating to 
business correspondence, the key to which is found in our Com- 
plete Typewriting Instructor, or How to Become Expert in 
Typewriting. 

When studying the book of Business Letters, write each letter 
first from the key; then compare with the printed shorthand. 
Correct all errors; then write the letter about twenty times, com- 



Barnes' Home Instructor. 41 

paring it and reading it each time. Remember, it is just as impor- 
tant to know how to read shorthand as it is to know how to write 
it. Shorthand notes are valueless unless they can be easily and 
correctly read. 

Head the concluding chapter of the Manual several times. It 
contains much that is important. While you are now familiar with 
all the principles of shorthand, yet for some time you will find 
more or less difficulty in applying these principles, because, while 
following one rule, you will forget to observe another. For this 
reason you need the Business Letter Book to correct your errors. 
Our monthly Magazine is also a great help to stenographers, 
whether learners or reporters. It contains helpful suggestions for 
students and practical office hints for amanuenses ; it is, in fact, a 
review of reviews, giving the cream of other shorthand magazines 
and also containing each month four pages of copper-plate phonog- 
raphy. Send ten cents for a sample copy. 

We have three Shorthand Headers, and two others in course of 
preparation. While these are not absolutely necessary, it will be 
decidedly to your advantage to read them. The reading of correct 
shorthand familiarizes you with the best outlines and gives you 
facility in reading shorthand. The more good shorthand you read 
the better for you. 



SHORTHAND MANUAL. 



SHORTHAND AMD TYPEWRITING MAGAZINE. 



Each number contains four pages of copper-plate phonopraphy. 
A monthly prize is offered to the subscriber who makes the best 
transcript of the phonography in these pages. This magazine is 
designed to help stenographers and students in their daily work. 
It gives suggestions in regard to the best methods of office work, 
typewriting, duplicating processes, etc. Every stenographer who 
loves his profession needs the help which can be obtained onl? 
from this magazine. Subscription price fifty cents per year 



" A first-class publication." 

H. Coope, Cincinnati, Ohio. 



" Worth ten times the cost of subscription to any earnest 
worker." Mrs. L. Bailey, Jerseyville, 111. 



"lam much pleased with your magazine," 

E. F. Fielding, Chilicothe Normal School, 



" Our pupils like it very much." 

Mrs. N. A. Powers, Cinninnati, Ohio. 



"I have seen several shorthand magazines bnt none can com- 
pare with yours in excellence." 

Harry Hamel, DeSoto, Mo. 



(< Iam highly pleased with your Shorthand Magazine. It com- 
mends itself at sight to every shorthand student who is interested 
in his work as being something, which if studied, will prove of in- 
calculable benefit to him. This accounts for the enclosed list of 
subscribers." D.D.Mueller, 

Bartlett's Business College, Cincinnati* Oh T >. 



PART II. 

KEY TO READING EXERCISES. 



Read all shorthand exercises without help from the key. The 
key takes the place of a teacher, and should be used only in cor- 
recting your work. You would not ask a teacher to write out the 
translation of the shorthand words for you. The teacher would 
require you to translate the words yourself, and then would look 
over the translation to see if you had done the work correctly. 
The key must be used for correction purposes only, or it will be a 
hindrance instead of a help. 

Exercise No. 5. 

Page 11. Line 1. Pay, bay, day, they, say, ray, way. 2. Ape, age, 
ale or ail, Abe, ace, ate, aid. 3. May, aim, gay, nay, ache, yea, 
hay. 4. Egg, ebb, edge, Ed, etch, ell, essay. 5. Though, so or 
sew, foe, no or know, low, woe, oath. 6. Tame, gale, fame, shame, 
pale or pail, shake, tale or tail. 7. Bowl, foam, head, rope, rnole, 
goal, road. 8. Peg, leg, check, gem, ledge, wreck, red. 9. Up, us, 
duck, bug, jug, pump, dump. 10. Bale, or bail, bell, dome, dumb, 
robe, rub, dull. 11. Make, neck, comb, mug, cake, keg, gum. 12. 
Cub, gush, muff, tongue, knave, loaf, love. 13. Pair or pare, bare 
or bear, dare, chair, fair or fare, tare or tear, air. 14. Purr, burr, 
burrow, fur, furrow, mirth, birth. 

Exercise No. 6. 

Page 14. Line 1. Bee, tea, thee, see, she, each, ease. 2. Eat, 
pea, fee, if, eve, itch, easy. 3. Paw, jaw, thaw, saw, off, pshaw 
odd. 4. Tie, toy, buy, boy, die, joy, shy. 5. Law, lie, raw, rye, eel^ 
ill, Roy. 6. Ice, eyes, ivy, item, icy, oil, oily. 7. Thigh, thy, team, 
talk, beam, chalk, dig. 8. Knee, gnaw, knock, mock, gong, coy, 
imp. 9. Beak, knob, jig, mile, knife, Jim, notch. 10. Cob, knotty, 
naughty, copy, kitty, niche, mob. 11. Lime, coil, like, meal, limp 
log, gall. 12. Meek, nick, Minnie, ninny, king, nominee. 13. Doll, 
live, hitch, ball, lip, hit, hot. 14. Teach, tip, ditch, top, dodge, 
shop, teeth, pipe, peach, pity, body. 



Key to Reading Exercises. 



Exercise No. 7. 
Page 17. Line 1. Pa, palm, balm, at, tack, back, Jack. 2. Ooze, 
coo, moo, doom, pooh, shoe, woo. 3. Root, Ruth, loop, look, 
boom, book, loom. 4. Out, use, vow, due, few, bough, thou. 5. 
Owl, hue, ha, la, Lou, alley, allow. 6. Pack, took, pool, pull, hoot, 
hat, shook. 7. Nap, match, cube, catch, cab, gap, cash. 8. Jam, 
couch, lamp, map, sham, coop, shaggy. 9. Tube, path, tooth, 
pouch, booth, dupe, booty. 10. Nook, calm, knack, gang, gag, 
camp, cook. 11. Minnow, money, Maggie, annoying, many, cooky, 
lounge. 12. Type, tub, tap, occupy, cope, cap, idea. 13. Lithe, 
loathe, lath, Ida, Emma, Anna, cameo. 14. Iowa, Idaho, Dakota, 
Nevada, notoriety, Alabama, dialogue. 

Exercise No. 8. 
Page 22. Line 1. Variety, forth, terrify, porch, merge, mari- 
time, reform. 2. Rome, rhyme, romp, room, army, arm, armory. 
3. Mar, marry, empire, mirror, emperor, inhere, cohere. 4, 
Aright, arrayed, arch, urge, earth. 5. Earthly, wreath, Irving, 
revive, arena, arid, heredity. 6. Ear, raw, ark, rake, argue, rag, 
herb. 7. Early, rely, hourly, orb, rob, wrong, Irish. 8. Borrow, 
buyer, faro or Pharaoh, fair, barrow, bar, thorough. 9. Fire, fiery, 
shower, showery, lower, Larry, Nora. 10. Era, Erie, arrow, roar, 
error, Aurora, aerial. 1 1 .Nail, Nellie, null, annual, kingly, wrongly, 
lung. 12. File, fuel, fellow, vowel, valley, roil, roily. 13. Elk, 
lake, elm, lame, alum, like, alike. 14. Elbow, lure, leave, olive? 
pail, coil, Illinois. 

Exercise No. 9 is given on page 26 of the Manual. 

Exercise So. 10. 

Page 28. Line 1. Said, such, seed, siege, sop, sowed, set. 2. 
Pace or pays, boys, ties, does, chase, joys, suppose. 3. Raise or 
race, hose, rise, house, rose, hiss, sorrows. 4. Soak, sake, sky, six, 
socks, sag, sucks. 5. Muss, sum, knows or nose, snow, lace or 
lays, slay, oars. 6. Ways or weighs, sway, yes, soars or sores, 
seems or seams, sings, sinks. 7. Dusk, tusk, task, gossip, gasp, 
bask, risk. 8. Discuss, bestows, succeeds, decides, racer or 
rasor, casks, resource. 9. Dozen, basin, musk, hasten, chosen, 
message, raisin. 10. Muscle, mason, nicely, vessel, missing, 
insane, noisome. 11. Listens, lessons, loosens, nicer, answer, 
accuser, sincerity. 12. Sketch, slaves, Sundays, surface, searches, 



Key to Reading' Exercises, 



dispose, restores. 13. Surges, resolves, reasons, horizon, harness, 
tussle, elasticity. 14. Cellars, surpass, rosary, errors, snails, 
lesser, singers. 

Exercise No. 11. 

Page 30. Line 1. Pieces, doses, chases, roses, hisses, gazes, 
kisses. 2. Kecess, recesses, possess, possesses, abscess, ab- 
scesses, successes. 3. Ceases, slices, losses, faces, masses, 
sources, choicest. 4. System, suspire, emphasis, exercise, saucer, 
exhaust, scissors. 5. Post, poster, dust, duster, chest, Chester, 
gazed. 6. Cast, castor, fast, faster, must, muster, amazed. 7. 
Posts, posters, tests, dusters, coasters, roasters, jesters. 8. Study, 
stage, story, store, stem, stimulus, stole. 9. Steel, style, still, 
stillest, star, storm, stark. 10. Gust, gusset, gusty, russet, rusty, 
just, justice. 11. Testify, justify, mystify, suggestion, artistic, 
destiny, statistics. 12. Earnest, invests, molests, bolsters, sur- 
mised, successive, excessive. 13. Stories, necessary, teamsters, 
solaces, exercises, accessory, possessed. 14. Nicest, dispossesses, 
indisposed, injustice, Cicero, exercised, Mississippi. 

Exercise No. 12. 

Page 33. Line 1. Sieve, silly, sir, sell, else, alas, excel. 2. Suds, 
souls, sores, sirs, sales, sofas, sashes. 3. Schemes, smokes, 
musical, chasm, resumes, license, seeming. 4. Sack, ask, spy, 
espy, side, aside, assume. 5. Sale, assail, sense, essence, scope, 
escape, assignee. 6. Moss, mossy, juice, juicy, rose, rosy, racy. 
7. Noise, noisy, days, daisy, haze, hazy, lazy. 8. Say, easy, sees, 
says, sigh, sighs, sues. 9. Use, uses, essays, assays, saucy, sissy, 
eyes. 10. Science, Sierra, pious, bias, poesy, chaos, Suez. 11, 
Zeal, Czar, zest, zealous, zero, zinc, zigzag. 12. Assist, assists, 
assess, assesses, assessed, assessor, sized. 13. Haste, hasty, 
taste, tasty, must, musty, mustiest. 14. Tennis, Tennessee, 
Genesis, intimacy, facilities, policy, Texas. 

Exercise No. 13. 

Page 36. Key to lines 1-3 is given on p. 35 of the Manual. 
Line 4. You are doing just right in your exercises. Be earnest and 
thorough in your tasks and you will succeed. Have you seen my 
scissors since you came? All of you have already given all you 
ought. Do as you think best. The dog sleeps on the rug by the 
fire. You must study your lessons or you will be sorry some day. 



Key to Reading Exercises. 



The company will advise you as to the best way of investing your 
money. You must thank them for singing for you. Have you 
given them the suggestions they desire? The book is on top of 
the desk. These roses are the nicest. My vest is too small and 
has a big rip on the right side. They will go together to the fsir. 
Honesty is the best policy. Will you go to Chicago Saturday or 
Monday? All of them ought to be right. These laws, though 
severe, are necessary, and you must obey them. All but two of 
the examples are easy. You or I ought to go to the city to- 
morrow. 

Cxercise No. 14. 

Page 38. Line 1. Hack, hook, hawk, hug, hag, hog, hoax. 2. 
Hem, home, homeless, homeliest, hemp, hump, humbug. 3. Harm, 
hark, hoarse, hoarser, horse, horses, horseshoe. 4. Hill, hail, 
howl, hole, wholesale, helm, holiday, 5. Hammock, harp, hulk, 
hop, whoop, hub, hussy. 6. Hate, huge, hide, hatch, hash, hastily, 
hinge. 7. Hair, hairy, hurry, her, hoary, hoar, hero. 8. Hurl, 
hardy, horse-race, heroic, horseback, hearth, harvest. 9. Hear, 
hope, happy, happily, helpless, height, hogshead. 10. Why, whoa, 
whew, whisk, whistle, whistler, whist. 11. Unhook, unhealthy, 
inhale, unwholesome, unhorse, inharmonious. 12. Sir: Answer- 
ing yours of March 6, I ship you a sample mower such as 
you desire. The mower is superior in many ways, being the best 
in make and the newest in style. I hope you will like the mower. 
Yours, etc. 

Exercise No. 15. 

Page 40. Line 1. Wait, web, weep, widow, watch, wedge, wet. 
2. Wave, wife, wash, wing, week, walk, wink. 3. Yoke, yale, 
yell, yon, yawn, young, Yankee. 4. Yacht, Yates, yelp, yolk, yore, 
youngster, youngest. 5. Witch, switch, sweet, Swede, sweat, 
swing, swap. 6. Wake, awake, woke, awoke, away, stairway, 
Wyoming. 7. Wise, wizen, wisp, wasp, Swiss, yeas, yeast. 8. 
Waylay, wampum, Atwood, Oswego, Lockwood, buckwheat, un- 
yoke. 9. Whip, wheat, whet, whack, whiff, whit, whiteness. 10. 
Well, wail, wine, one or won, wear, wire, worst. 1 1 . Work, worth, 
wealth, Wednesday, windy, worm, warm. 12. Swell, swim, swine, 
swore, swear, swarm, swirl. 13. Wheel, while, whim, where, 
whereas, nowhere, somewhere. 14. Elsewhere, whirl, whereby, 
wolf, whereat, swarthy, wharfage. 



Key to Reading* Exercises. 



Exercise Ko. 16. 

Page 43. Key to lines 1-4 given on pages 42 and 44. 

Line 5. We were with yon when yon were sick last week. Jim, 
what would you do if you were out of work like me? I would ask 
the judge to advise me. He is the worst boy in the city. I will 
help you if you will pay me enough for my services. All that you 
have said is just. I saw him when he was here. He said that he 
should buy a house somewhere in Mississippi. He will do well 
without help. Is the Star of the West a monthly or a weekly issue? 
I wish you would go with him to the store. While we are here, we 
shall be happy to do as you wish. Shall I wait on you or do you 
wish some one else? What will I do without you when you go to 
Milwaukee? He has no money; what shall we do for him? I 
will show you what to do for him ; teach him how to work and 
that will help him. 

Exercise No. 17. 

Page 46. Line 1. Play, pray, ply, pry, breeze, place, praise. 
2. True, drew, try, dry, idle, adder, addle. 3. Apple, brace, traced, 
blow, trust, able, bruised. 4. Clay, crow, glow, grow, gray, acre, 
ugly. 5. Upper, odor, utter, eagle, eager, outer, ogre. 6. Clip, 
creep, trim, prick, block, prime, crop. 7. Plum, crape, grope, 
clutch, crutch, grudge, pluck. 8. Pickle, tickle, joggle, trickle, 
prickle, rocker, fickle. 9. Table, double, trouble, major, stable, 
vapor, poacher. 10. Bible, title, total, Babel, paper, Papal, pebble. 
11. Couple, gable, replace, tucker, checker, joker, tiger. 12. 
Trigger, reply, cheaper, jobber, feeble, imply, talker. 13. Cracker, 
ankle, maker, knuckle, sugar, shackle, Shaker. 14. Church, col- 
lect, bulk, buckle, journey, germ, purple. 

Exercise No. 18. 

Page 48. Line 1. Puff, pave, buff, dove, deaf, chafe, Jeff. 2. 
Cuff, cave, gave, rough, rove, huff, hove. 3. Staff, stuff, cliff, 
stiff, skiff, stove, serve. 4. Bluff, drove, grief, crave, cleave, roof, 
hoof. 5. Pain or pane, Ben, tone, done, chain, Jane, cane or Cain. 
6. Gain, rain, hen, train, plain, blown, gun. 7. Drain, plan, hewn, 
worn, grown, grain, drone. 8. Plane or plane, brave, stone, sud- 
den, prone, brain, believe. 9. Sworn, swerve, denote, devote, 
David, Hover, Henry. 10. Cover, clover, prefer, proffer, refer, 
river, behave. 11. Discover, engrave, defense, banish, tenth, de- 
fine, advocacy. 12. Plunge, plenty, suddenly, detain, occupancy. 



Key to Reading* Exercises. 



Paganish, vagrancy. 13. Pecuniary, penance, cannon, presence, 
person, Canaan, foreign. 14. Cough, coffee, pen, penny, huffy, 
puffy, rainy. 

Exercise No. 19. 

Page 51. Line 1. Able, sable, sickle, sidle, cycle, settle, supple. 

2. Explain, explosive, explore, exclaim, exclusive, gospel, bicycle. 

3. Puffs, doves, braves, gloves, groves, raves, serves. 4. Stay, 
stray, spray, spry, strain, sprain, screen. 5. Upper, supper, 
sober, cider, seeker, sicker, sadder. 6. Suitor, cypress, supperless, 
supremacy, soberly, sister, sisterly. 7. Saddle, setter, satchel, 
cedar, supplies, suppress, spleen. 8. Extra, extremity, distress, 
destroys, disturb, prosperity, orchestra. 9. Disagree, descry, dis- 
courage, disagreeable, discursive, discourteous, jasper. 10. Joins, 
dance, danced, dances, rinse, rinsed, glances. 11. Bounced, 
rinses, punster, punsters, instances, enhanced, Kansas. 12. Warns, 
strives, strains, references, plans, approves, cleanses. 13. Ran- 
som, density, pencil, stencil, ransack, propensity, responsive. 14, 
Deserves, restrains, observes, preferences, preserves, extravagance, 
enhances. 

Exercise No. 20. 

Page 54. Line 1. Fly, fry, offer, evil, Ethel, either, awful. 2. 
Throw, flee, free, through, oval, author, shrew. 3. Every, owner, 
honor, lamer, official, facial, shrug. 4. Tinner, tenor, tanner, 
measure, rhymer, rumor, erasure. 5. Lover, bevel, deathly, thrust, 
frost, authorized, glazier. 6. Elail, frail, trainer, flavor, strainer, 
Eleanor, flung. 7. Treasure, flesh, fleshly, fresher, freshly, loafer, 
pressure. 8. Shrub, shuffle, thrush, thresher, floor, Bethel, brazier. 
9. Sinner, signer, designer, civil, peaceful, saner, sooner. 10. 
Dimmer, bloomer, tamer, trimmer, framer, naval, rashly. 11. 
Fever, fearful, nursery, shrunk, flash, special, especial. 12. 
Splasher, traveler, bushel, grammar, Florida, plumber, commer- 
cial. 13. Freezer, thirsty, shaver, hovel, youthful, glacial, 
glacier. 14. Civilized, poisoner, plainer, civility, climber, dis- 
honor, freckles. 

Exercise No. 21. 

Page 56. Line 1. Fun, vain or vein, men, earn, nun, then, shown. 
2. Moans, oceans, thrones, softens, flounce, frowns, shrines. 3. 
Fence, fences, lance, lanced, convince, convinces, France. 4. 
Refrains, nunnery, manly, vanish, seminary, meanly, finish. 5. 



Key to Heading- Exercises. 



Woolens, remonstrance, demonstrable, monstrous, monstrosity, 
financial, lonesome. 6. Each year brings new advantages yet much 
precious time is lost. Have you seen anything which would sur- 
pass it in excellence? None of those things move me in any degree. 
Saturn is a long distance beyond Mars. These things are too large 
to be of any use to you or to me. 

Sir : Replying to your favor of April 26, would say that we hope 
to be ready to ship your flour in a few days. This delay is caused 
by the mills being closed for repairs. We usually have a large 
stock of flour in our store but in this case we were out. We hope 
this delay will do you no injury, and that we may have a continu- 
ance of your favors. Hoping to hear from you again soon, w T e 
remain, Truly yours, 

Exercise No. 22. 

Page 50. Line 1. Smoked, shaved, talked, spoiled, trimmed, 
blamed, pledged. 2. Not, east, lot, might, hired, soiled, styled. 
3. Paid, get, date, state, caged, engaged, estimate. 4. Doubt, art, 
apt, act, added, badly, snapped. 5. Mailed, nailed, middle, better, 
occupied, kept, grabbed. 6. Lightly, written, writing, clubbed, 
mitigate, pleasant, scratched. 7. Papered, coupled, tattled, critical, 
dabbled, measured, troubled. 8. Plant, approved, dived, joined, 
flint, sprained, engraved. 9. Draft, drafts, blends, spends, grafts, 
friends, drifts. 10. Noted, ended, acted, splendid, defended, in- 
tended, indicated. 11. Dated, doubted, dreaded, treated, freighted, 
awaited, instituted. 12. Sent, send, met, made, mate, late, old. 13. 
Mind, mends, wind, wand, honored, gavest, gravest. 14. Grounds, 
standard, return, blinds, returned, mountain, multitude. 

Exercise Jfo. 23. 

Page 61. Line 1. Mud, muddy, date, data, laid, lady, maturity. 
2. Poet, create, diet, radiate, notes, notice, into, 3. Locate, 
looked, evoked, kicked, judged, roared, popped. 4. Seconds, de- 
posits, divided, denoted, credit, credited, prevent. 5. Acid, acute, 
around, aside, issued, protected, remainder. 6. Muriatic, sulphide, 
sulphate, chloride, solid, slight, chlorate. 7. Raid, wired, warrant, 
hut, heaved, rents, rifts. 8. Yielded, winds, dishonored, certify, 
identify, detail, handling. 9. Beds, best, mitts, mist, midst, splits, 
spliced. 10. Whilst, wilds, blades, blazed, refutes, refused, blest. 
11. Observed, fortunate, sustained, defendant, splendor, suspend- 
ers, imitated. 12. Protect, highest, beautiful, notify, legitimate. 



Key to Reading Exercises. 



assent, prevented. 13. Anticipate, undoubted, undoubtedly, ascer- 
tain, sometimes, superintendent, heretofore. 14. Sentiment, hand- 
made, midnight, cleared, feared, vacant. 

Exercise No. 24. 

Page 64. Line 1. Temper, chamber, jumper, hammer, damper, 
cumber, lumber. 2. Younger, hunger, tinker, anger, clinker, ran- 
cor, finger. 3. December, September, temperament, canker, linger, 
temporal, handkerchief. 4. Letter, mother, center, another, 
smoother, render, order. 5. Fighter, fetter, fatter, father, later, 
latter, lighter, literary. 6. Arthur, surrender, defender, tender, 
softer, voter, Easter. 7. Motherly, Walter, entered, cylinder, 
orderly, thither, diameter. 8. Temperance, lantern, modern, in- 
terest, interested, materials, entertains. 9. The longer they linger, 
the harder will be their task. Some tell more, others less than 
they know. Mr. Center is generally quite willing to tell all the 
particulars of his wonderful adventures. His part is quite dif- 
ferent from mine, but he could play either with good success. 
Until lately whatever you have done has been done well. Mr. 
and Mrs. Luther generally go to Connecticut the latter part of 
September if the weather is fine. The senate chamber is reserved 
for the highest legislators of the land. 

Exercise No. 25. 

Page 67. Line 1. Twice, twist, twins, dwell, twitch, twig, 
dweller. 2. Queen, quince, quake, quail, squabble, squeak, squelch. 
3. Bequest, inquest, bequeath, guano, earthquake, sanguine, 
quorum. 4. Tunnel, channel, panel, only, final, camel, animal. 5. 
Plural, floral, quarrel, spiral, color, collar, secular. 6. Relative, re- 
lapse, railroad, melancholy, promulgate, relieve, relies. 7. Passion, 
addition, edition, auction, motion, notions, fashions. 8. Brother, 
daughter, plotter, writers, blotters, specter, factor. 9. Rations, 
oration, discussion, caution, sections, discretion, excursion. 10. 
Direction, director, equator, operation, operator, collection, col- 
lector. 11. Decision, position, possession, condensation, physi- 
cian, transition, musician. 12. Option, opposition, action, 
accusation, accession, disposition, dispensation. 13. Decisions, 
physicians, transitions, musicians, transitional, sensation, impo- 
sition. 14. Missionary, association, sessions, quarter, quarterly, 
acquaintance, quantity. 



Exercise No. 26. 

Page G9. Remember to practice each exercise a number of 
times. There are many pleasures which are dear to our mem- 
ories. I feel sure that we can deliver a large part of the goods this 
week. However, the principal difficulty appears to have been 
already removed. If we are able to do so, we shall build sometime 
during the summer. The members of the Board assure me that the 
bill is entirely too large and that they will settle the matter for me 
if I ever have any trouble with the doctor about it. He told me 
there was a larger balance in your favor than he had supposed. 
Character is of more value than reputation. He is fully convinced 
that your statement is correct. Danger is near and there is need 
of equal prudence and courage. A man who deals unfairly with 
others is not a man of principle. His manner toward the doctor 
was generally quite unpleasant. He has practiced law ever since 
he has been here. It is much wiser to practice silence than to 
speak without discretion. The value of speech depends upon its 
character, not upon its amount. Aim high, if you would ever 
mount on eagle wings to pierce the sky. 

Exercise Ko. 27. 

Page 72. Line 1. Contrive, condensation, commence, consid- 
ered, command, communicate, compensation. 2. Accompany, 
accommodated, recognize, reconcile, irreconcilable, recommended, 
unconscious. 3. Circumspect, circumvention, circumscribe, cir- 
cumflex, self-love, selfish, self-esteem. 4. Counterfeit, contro- 
versy, countersign, countermand, contraband, contravene, counter- 
mine. 5. Instruction, enslave, unseemly, inspiration, instrument, 
inscription, insurrection. G. Magnify, magnificence, magnitude, 
magnanimous, magnetic, magnetism, magnanimity. 7. Sensible, 
attainable, responsible, profitable, accountable, honorable, 
remarkable. 8. Painful, sinful, watchful, therefore, wherefore, 
successful, lawful. 9. Buying, doings, placing, offerings, con- 
sidering, putting, counting. 10. Having the, advertising the, 
tracing the, cleaning the, lovingly, interestingly, knowingly. 
11. Legibility, popularity, instrumentality, susceptibility, pecu- 
liarity, stability, accountability. 12. Myself, himself, themselves, 
yourself, yourselves, herself, one's self. lo. Friendship, kinship. 
township, hardship, apprenticeship, almost, although. 14. For- 
ward, onward, wherever, forever, whosoever, whatsoever, hitherto. 



Exercise No. 28. 

Page 74. We shall probably publish a large number of books 
this season. Value your friends according to their worth, 
not according to their wealth. "Whoever will may come. The 
gentlemen will immediately publish an accurate account of the 
proceedings of the convention. I know somewhat of his opinion 
upon the nature of the future life of the spirit. Their property is 
probably worth two hundred thousand dollars. The short gentle- 
man whom you first saw told me I might go over his new and hand- 
some establishment. It is the unexpected that happens, and the 
future is uncertain. You must study your lesson over and over 
because it is very important that you know all the facts con- 
tained in it. He was rather astonished when I told him that I 
had paid two hundred dollars a foot for my lot. Until now we 
have not had an opportunity to thank you properly for your kind 
efforts in our behalf. Popularity is full of danger, because it 
breeds conceit in one's self and envy in others, However, it makes 
very little difference whether you go immediately or whether you 
wait till the first of October. I am under great obligations to you 
for giving me so much pleasure. No one is a fool always; every- 
one is a fool sometimes. 

Exercise Xo. 29. 

Page 77. Line 1. Course, coal, cool, procure, murder, ignore, 
discourse. 2. Roll, roller, portray, girl, deter, cultivation, culti- 
vate. 3. George, cord, call, north, northern, moral, rules. 4. 
Children, shelf, garrison, barrel, cheerful, care, careful. 5. 
Charge, farther, cars, carload, garment, chairman, guarantee. 6. 
Charles, college, disregard, galvanized, colonies, engineer, 
parallel. 7. Sharp, school, skillful, furniture, telegram, real, 
realization. 8. Telephone, lecture, culture, agriculture, narrative, 
marshal, normal. 9. Indian, union, Savior, bunion, brilliant, 
collier, Julius. 10. Deist, atheist, clayey, snowy, Louie, payee, 
drawee. 11. The weather is quite cool and you must be very care- 
ful or you will take cold. He has written his lesson carefully. He 
is more cheerful than usual this afternoon. Do you understand 
your lesson? He has purchased a carload of lumber. Charles is a 
northern man. Which do you think is the greater happiness, the 
anticipation of pleasure or its realization? 



Key to Reading- Exercises. 11 



Exercise No. 30. 

Page 79. Line 1. Have you given your representative any infor- 
mation on this subject? Under the circumstances we can not do 
otherwise. A large number of counterfeit dollars were found in 
the possession of representatives of that establishment. 3. It 
is impossible to estimate rightly the value of a noble life. Never 
lose your self-respect if you wish others to respect you. It is im- 
possible for the people ever to have influence in the government 
until they understand the value of representation. He is a man of 
knowledge and experience and will represent the United States 
with credit to himself and to the government. Have you any 
objection to this gentleman? What is your object in going to 
college? He is an experienced teacher, and his influence upon the 
students will be good. Were you aware of his misconduct? 9. 
They influenced several others to go with them. Nevertheless, I 
think they will acknowledge that they have made several errors. 
10. It has happened several times before now that he has been 
behind in his work. 11. Have you begun to correct his last article? 
12. I corrected the descriptive article yesterday. His description 
of his European trip is very interesting. Notwithstanding their 
opposition, we have finally reduced them to a state of subjection. 
Above all things, to yourself be true, and you will never then be 
false to any man. 

Key to Pages 105 and 106. 

PROCRASTINATION. 

BY CHARLES MACK AY. 

If fortune with a smiling face strew roses on our way, 

When shall we stoop to pick them up? To-day, my friend, to-day. 

But should she frown with face of care and talk of coming 

sorrow, 
When shall we grieve, if grieve we must? To-morrow, friend, 

to-morrow. 

If those who have wronged us own their fault and kindly pity 

pray, 
When shall we listen and forgive? To-day, my friend, to-day. 
But if stern justice urge rebuke and -warmth from memory borrow. 
When shall we chide if chide weV dare? To-morrow, friend, 

to-morrow. V 



12 Key to Reading- Exercises. 

If those to whom we owe a debt are harmed unless we pay, 
When shall we struggle to be just? To-day, my friend, to-day. 
But if our debtor fail our hope and plead his ruin thorough, 
When shall we weigh his breach of faith? To-morrow, friend, 
to-morrow. 

For virtuous acts and harmless joys the minutes will not stay, 
We have always time to welcome them to-day, my friend, to-day. 
But care, resentment, angry words, and unavailing sorrow 
Come far too soon if they appear to-morrow, friend, to-morrow. 

THE ARROW AND THE SONG. 
I shot an arrow into the air, 

It fell to earth, I knew not where ; 
For so swiftly it flew, the sight 

Could not follow it in its flight. 

I breathed a song into the air, 

It fell to earth, I knew not where ; 
For who has sight so keen and strong 

That it can follow the flight of song? 

Long, long afterward in an oak 

I found the arrow still unbroke ; 
And the song from beginning to end, 

I found it again in the heart of a friend. 

Henry Wadsworth Longfellow. 

Strive not with your superiors in argument, but submit your 
judgment to others with modesty. 

Key to Pages 107 and 108. 

THE WAY TO WEALTH. 

Lost time is never found again, and what we call time enough 
always proves little enough. Drive thy business, and let not that 
drive thee. Early to bed and early to rise, makes a man healthy, 
wealthy and wise. Industry need not wish. He that lives on 
hopes may die fasting. There are no gains without pains. He 
that hath a trade hath an estate, and he that hath a calling hath an 
office of profit and honor; but then, the trade must be worked at 
and the calling well followed, or neither the estate nor the office 
will enable us to pay our taxes. Work while it is called to-day, 
for you know not how much you may be hindered to-morrow. 



Key to Reading Exercises, 13 

One to-day is worth two to-morrows, as poor Richard says ; and 
further, Never leave that till to-morrow which you can do to-day. 
If you were a servant would you not be ashamed that a good mas- 
ter should catch you idle? Are you then your own master? Be 
ashamed to catch yourself idle when there is so much to be done 
for yourself, your family and your country. It is true there is 
much to be done, and perhaps you are weak, but stick to it steadily 
and you will see great effects, for dropping wears away stones, 
and little strokes fell great oaks. Want of care does more dam- 
age than want of knowledge. A little neglect may breed great 
mischief. For want of a nail the shoe was lost; for want of a shoe 
the horse was lost ; and for want of a horse the rider was lost, 
being overtaken and slain by the enemy — all for want of a little 
care about a horseshoe nail. If a man knows not how to save, he 
may keep his nose to the grindstone all his life and die not worth 
a cent. If you would be wealthy, think of saving as well as get- 
ting. The Indies have not made Spain rich, because her outgoes 
are greater than her incomes. Beware of little expenses. A small 
leak will sink a great ship. Buy what thou hast no need of and 
ere long thou shalt sell thy necessaries. If you would know the 
value of money, try to borrow some. He that goes borrowing 
goes sorrowing. Pride of appearance creates envy and hastens 
misfortunes. Think what you do when you run into debt. You 
give to another power over your liberty. If you cannot pay at the 
time, you will be ashamed to see your creditor. You will make 
poor, pitiful, sneaking excuses, and by degrees sink into base lying. 
Lying rides upon debt's back. — Extracts from Benjamin Franklin. 

Key to Pages 109-112. 

WHOLESALE SHOE LETTERS. 

(Partly vocalized to assist those unacquainted with business 

expressions.) 

(1) 
Messrs. Jones, Brown & Co., 

Chicago, 111. 

Gentlemen : — We send you to-day by mail a pair of our 

two-dollar shoe. We think this is the best shoe in the United 

States for anything like the money, and we would like to have an 

order from you so that we can show you just what we can do for 

you. Hoping that this pair will please you and that you will send 

us an order on same, we are, 

Very respectfully yours, 



14 Key to Reading Exercises. 



(2) 
Messrs. Hamilton & Brown, 
St. Louis, Mo. 

Gentlemen : — On January 24th, we gave your agent an 
order for sample lot of glazed kid. We have received no invoice 
up to this date, and would like to know if you are going to ship 
soon, or what is the reason we have not heard from you. We are 
needing stock and are waiting to see your samples before placing 
an order. A prompt reply will oblige. 

Respectfully yours, 

(3) 
Messrs. West, Green & Co., 
New York City. 

Gentlemen: — Replying to yours of the 21st inst., we will 
say we are as much in the dark as ever, and we do not wish to 
take the responsibility of making up this order without your giving 
us just what sizes or half sizes you want. We have inclosed the 
order as Mr. Parker sent it to us, and you will find it calls for four 
pairs of shoes, sizes 24 to 5. Should we give you one of each size, 
it would take six pairs. Kindly put on this order just the sizes you 
want in each lot and we will make them accordingly. We think, 
however, you had better have at least one pair of each size and 
half size, as you will then be able to lit and please your customers. 
Kindly put in the sizes and return the order at once, and oblige. 

Very truly yours, 

w 

John Smith & Co., 
Milwaukee, Wis. 

Gentlemen: — We are in receipt of your letter of the 13th 
inst., also samples of the South Americans. We have had consider- 
able trouble with the tenderness of your stock and send you by mail 
four vamps taken from shoes which will show you that the strength 
is not what it should be, and it is a very expensive matter to us. 
In view of this fact, we do not feel like giving you any further 
orders. We hold the samples sent us on the 13th subject to your 
order, as we are afraid to cut same. 

Very truly yours, 



Key to Reading Exercises. 15 

(5) 
Dear Sirs : — Replying to yours of the 16th inst., we would 
much prefer not to take the stock, even at the reduction you make. 
It is hardly suitable for our use. We think it would be useless for 
you to send samples of these large skins. We are using small 
South Americans, from 20 cents up, so you can readily see that 
your stock would not compete with them. 

Awaiting your instructions in regard to the stock we now have 
on hand, we are, 

Yours very truly, 

REAL ESTATE LETTERS. 

(6) 
Henry James, 

250 Water St., St. Paul, Minn. 

Dear Sir : — Inclosed please find statement of rents col- 
lected and disbursements made by us on your property (with 
vouchers attached) for the month ending July 31, 1893. Also 
check, No. 587, drawn on the National Bank of Commerce in St. 
Louis, for the sum of $223 payable to your order to balance account. 
Please acknowledge receipt and oblige. 

Yours truly, 

(7) 

Dear Sir: — According to the city plats you are the owner 
of a lot of ground in city block, No. 231, fronting 50 feet on the north 
line of Locust street. We have a customer looking for a piece of 
ground in that locality, and think your lot will suit. Please let us 
know your lowest prices and the terms upon which you will sell. 
Our commission, in case sale is consummated, is five per cent on 
the purchase price. 

Yours truly, 

MISCELLANEOUS. 

(8) 

Dear Sir : — I have to day filed in court Mr. Barnes' report 
in the matter of the Mutual Benefit Association of America, and I 
am in receipt of notice from him that he has turned all matters per- 



36 Key to Reading Exercises. 

taining thereto over to you. I promised Judge Foster sometime 
ago that, as soon as this was done, I would lay before you a full 
statement of this case and of the Continental Life case and his con- 
clusions as to the proper course to follow so far as he had announced 
them to me, also certain information collected by me under his 
orders. If you will fix a time when it will be convenient for you 
to hear me, I will appear at that time. 

Very respectfully yours, 

cA 

Messrs. Charles Lamb & Co., 
Cairo, 111. 

Gentlemen : — Your letter of the 27th inst. is at hand, and 
in reply would say, the best trade we have in future corn would be a 
carload of Van Camp standard corn packed by Van Camp Packing 
Co., Indianapolis, Ind., at 82J cents, delivered in Cairo. This is 
an exceptionally low price and subject to an immediate answer. 
We hope to receive your prompt reply. 

Very truly yours, 

Key to Page 113. 

One of the most interesting features of the World's Fair is to be 
found in the building of the State of Illinois. Here is a live exhibit 
of the Illinois Institution for the Blind which illustrates every 
department of their work. Students of the Institution show their 
qualifications as expert performers upon the piano and other in- 
struments, typesetters, etc., etc. The typewriting exhibit com- 
mands the most attention, as most wonderful in its results. In 
connection with the Remington Standard typewriter, a machine 
which especially commends itself for the use of the blind, owing to 
the compactness of its keyboard and its general simplicity, the 
typewriter for the blind, invented by Prof. Hall, is used. The lat- 
ter is an ingenious little machine for embossing a series of dots 
upon paper in various combinations according to a system taught 
to the blind to represent various characters or sounds. It is then 
handed to a blind operator, named Frank Stoddard, who reads it 
by running his finger tips over it, and instantly transcribes it upon 
his Remington. Stoddard is himself something of a wonder. For 
over two years he has served as private secretary, conducting the 
whole correspondence of the Institution direct upon his typewriter 



Key to Reading' Exercises, 17 

at the dictation of the superintendent. It is needless to point out 
what a boon the invention of the typewriter is to the blind who are 
obliged to earn their own living, since it opens a way whereby they 
may achieve honorable independence. It is almost incredible to 
believe, were it not abundantly demonstrated by such exhibitions 
as these (for it is not a solitary instance of the kind), that a totally 
blind person could become a rapid and accomplished operator. 
Yet such is the case. With a good education and the ability to 
manipulate a machine in such common use as the Remington type- 
writer a bliud person need not fail of earning a reasonable compe- 
tence. The simple design and excellent construction of this well- 
known machine, to say nothing of the superior advantages in the 
finding of positions on account of its almost universal adoption by 
the commercial world, renders the Remington as much the favorite 
in this limited field as it is in the wider ones where it has long been 
favorably known. 

Many besides the blind learn to operate the Remington without 
looking at the key-board. It is a most useful accomplishment and 
not nearly as difficult as one would imagine. If a postal card is 
placed in a vertical position between the keys t and g on the left, 
and y and h on the right, it will be an easy matter for the fingers 
to find those keys and others near them without looking at the key- 
board. When not in use, the little fingers can be kept on the outer, 
lower keys, and from these, any of the outer keys can be easily 
found. Barnes' Complete Remington Instructor gives an excellent 
method of fingering for those who wish to operate the typewriter 
without looking at the key-board. Jt also contains the usual 
method of fingering and valuable matter for shorthand practice. 
Every one who aspires to be an intelligent and capable amanuensis 
should possess this or a similar work, both for study and for refer- 
ence when in the office. 






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SHORTHAND MANUAL 
CATALOGUE OF 

SHORTHAND AND TYPEWRITING WORKS 

PUBLISHED BY 

Laclede Building, St. Louis, Mo. 



Shorthand Manual. A complete exposition of the Benn Pitman 
phonography. " The only book on shorthand that smacks of the 
class -room. " Rev. Brother Castoris, Manhattan Academy, New 
York City. Edition of 1889 or Revision of 1893 $1,25 

Business Letters in Shorthand, (Revised). Containing Law, 
Railroad, Mercantile, Miscellaneous Letters, and about thirty pages 
of phonography taken from How to Become Expert in Typewriting. 
Beautiful copperplate phonography, giviug the student clear and 
accurate forms for his guide , $1.00 

Shorthand Reader, Beautifully engraved copperplate phono- 
graphy in the reporting style $ .30 

Phonetic Primer. Designed to teach the child to read ordinary 
print by the aid of phonographic characters $ .50 

From the U. S. Commissioner of Education, Washing- 
ton, D.C.: — Your books are worthy of very high commendation. 
In some respects I should say that they are superior to any other 
phonographic works that I have seen. Allow me to congratulate you 
on your success and upon the honest labor which has rendered 
this success so well deserved. W. T. Harris, LL. D. 

We now use three hundred copies of your Shorthand Manual 
in the first year of our course and are highly pleased with the re- 
sults obtained. It is an invaluable aid to the teacher where large 
classes are to be instructed. It is superior to any book we have 
seen in that it carefully avoids the teaching of anything that has 
to be unlearned in advanced work. It is pre-eminently the class 
book for the public schools. 

We have also adopted your typewriting manual. Since its intro- 
duction the pupils have manifested increased accuracy and care 
while the teacher hasbeen enabled to give more thorough instruc- 
tion. C. A. Davis, 

Principal Washington Business High School, Washington, D. C. 

How to Become Expert in Typewriting ; or, The Complete 
Remington Instructor. Adapted to all machines having a Reming- 
ton key board $2.00 

Abridged Remington Instructor . .$0.50 

Mechanism of the Remington $ .25 

How to Become Expert in Typewriting; or, The Com- 
plete Smith Premier Instructor $2.00 

Mechanism of the Smith Premier $ .25 

How to Become Expert in Typewriting; or, the Complete 
Caligraph Instructor, adapted to all machines having a Cali- 
graph key board $2.00 

Abridged Caligraph Instructor $ .50 



SHORTHAND MANUAL. 



THE 



COMPLETE TYPEWRITING INSTRUCTORS 



— FOR ■ 



The Remington, Tie Smith-Premier, and The Caligraph. 



The bulk of these three books contains the same matter. The .first 
thirty-two pages of the Remington Instructor treats of the mechan- 
ism, care and adjustment of the Remington and gives the fingered 
exercises for the Remington. The corresponding pages of the 
Smith-Premier and Caligraph Instructors treat of the mechanism 
care and adjustment, and fingered exercises of those machines. 



145 QUARTO PAGES COMMON TO ALL THREE 

BOOKS. 

Can b9 used in Shorthand Classes where the 
Students use different Typewriters. 

All that relates to Commercial Correspondence, Legal Forms, 
Specifications, Tabulated Statements, Office Hints, etc., is adapted 
to all typewriters. 

This book is valuable as a Manual of Business Correspondence. 
From it stenographers can learn how to write business letters. 
Business men can learn from it how to dictate business letters. 
The letters contained in it are actual letters procured from the va- 
rious offices. The letters are classified according to the different 
departments of business: Railroad Correspondence, Passenger 
Department, Railway Mail Service, Freight, Railway Construction, 



SHORTHAND MANUAL. 

Wholesale Drugs, Internal Revenue, Wholesale Saddlery, Stoves, 
Hardware, Iron, Coke, etc., Law Letters, Insurance and Financial, 
Commission, Lumber, Miscellaneous, Grain, Patent, Mining and 
Electricity. These are models of letters in their different depart- 
ments, and can be studied to advantage by the principal of the firm 
as well as by his stenographer. The letter of specifications for a 
boiler is a model of its kind, and any person designing to contract 
for a boiler, as well as boiler makers, will be benefited by studying 
this letter. The Electric Franchise is pronounced by Henry Vil - 
lard, of New York, to be the best electric franchise he ever saw. 
Parties contemplating building electric roads ought to have this 
electric franchise as their guide. 

As a dictation book it is unexcelled. All letters, specifications 
and testimony are live matter. Each letter has been counted and 
every hundred words marked off. 

There are facsimiles of typewriting forms, not only in the let- 
ters, but affidavits, deeds, testimony, etc., are given as they should 
appear in typewriting and not as they are often written without 
regard to style. 

The student is given careful direction how to do each difficult 
portion of typewriting, as, for instance, the form on page 125 
where the lines are longer than the typewriter scale. 

The ornamental work is artistic and suggestive. 

The article on punctuation is clear and instructive. The spell- 
ing drills contain several hundred words most frequently mis- 
spelled. They are arranged in such a way as to impress the student 
forcibly. We quote a few examples from the spelling drills: — 

61 I will advise you if you will take my advice. 11 " The principal 
is a man of good principles. 11 " The chief thief has been seized and 
brought to grief. 11 " The debt is collectible. 11 

Every business man, whether college bred or not, should study 
the spelling and punctuation drills found in the Appendix. 



V 



